Smith & RaganInstructional Design Model

Gurminderjeet Kaur a/p Kartar Singh (P66326)Siti Nadia binti Mohamad (P66515)

Introduction

• S & R model is rooted in the learning theory of Robert Gagne.

• S & R model is a system-oriented model• Suitable for large amounts of instruction

e.g entire course or curriculum – focuses on developing strategies

• The design process is iterative

3 major activities

• Analysis

• Strategy Development

• Evaluation

Each phase is interconnected with each other

An Instructional Design Process Model

Analysis & Assessment• Has 4 components

a) contextual analysis (need assessment, description of environment)

b) learner analysis (cognitive characteristics)c) task analysis (6 primary step in conducting task

analysis)d) planning for assessment of the learning ( 6

sequenced step in designing the assessment)

Instructional Strategies• 3 characteristics

• Organizational• The expanded events of instruction (expanded

version of Gagne’s Nine Events) - to sequence events at the lesson level

• Delivery• Developing specific knowledge of instruction

• Management• Scheduling and allocation of resources.

Implementation, Management & Evaluation

• Implementation• Putting designs into use in the intended context• Four key concept of implementation: diffusion,

dissemination, adoption and stakeholders• Encourage implementation by stages of the adoption

process: awareness, interest, evaluation, trial, adoption, and integration.

• Management• Design team + managers – function efficiently• Larger project scope = more documentation

• Evaluation• Determines if the instructional strategies and materials

function as intended.• Formative and summative evaluation

Conclusion• Smith and Ragan proposed a summary of their

theories in two points: 1. An optimal instructional strategy goes as far

toward the generative pole as possible while providing sufficient support for learners to achieve learning in the time possible, with a limited and acceptable amount of frustration, anxiety and danger.

2. During instruction in a particular knowledge area/ learning task, the instruction should progressively move toward the generative pole, as learners gain skill, knowledge, motivation and confidence.

REFERENCE• Christopher, A. Model Resource. Retrieved on

21st March 2014 from http://www.angelachristopher.net/uploads/8/3/2/4/832462/model_resourceassignment.pdf

• Moore, D., Bates, A. & Grundling, J. 2002. Instructional Design. Skills Development through Distance Education 71. Retrieved on 21st March 2014 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.180.7948&rep=rep1&type=pdf

• http://prezi.com/ku1ynlfjwywj/smith-ragan-instructional-model/