Model

Similarities &  Differences (w/ ADDIE and other models)

Key components and unique characteristics

Dick and Carey

(Dick & Carey, 1977)

A – needs analysis (needs assessment, performance analysis), instructional analysis (Gagné’s domains of learning, performance sequence, entry behaviors), learner analysis (prior knowledge, attitudes, motivation Keller ARCS, learning preferences), context analysis (support, relevance, social & physical aspects)

D – performance objectives (situation, learned capability, object, action, tools) includes terminal, subordinate and entry objectives, assessment instruments (criterion-referenced tests)

D – instructional strategy (delivery system, content sequencing, Gagné conditions of learning & events of instruction, learner participation), instructional materials (media selection, storyboards, scripts)

I – no specific step listed for implementation

E – formative evaluation, revise instruction, summative evaluation (expert judgement & field-trial phases)

Expanded task analysis step to encompass instructional analysis

Added step of  analyzing learners and contexts

Takes a systems view of instruction (teacher, learners, materials, & environment)

Uses elements of behaviorists, cognitivist and constructivist views.

Subject-matter expert or performance technology approaches to instructional goals

Formative evaluation used to revise instruction at any stage in the process

Some consider it to be too rigid for use in many contexts

More detailed than many other models

A focus on what learners are to know from the beginning

Relationships between each component

Gagné, Briggs & Wagner

(Gagne, Briggs, & Wagner, 1992)

A – needs, goals, priorities, resources, constraints, alternate delivery systems, course objectives

D - determination of scope & sequence, delivery system design, determining course structure and sequence, definition of performance objectives

D – preparing lesson plans, materials, media

I – installation, diffusion, field testing, revision

E – assessing student performance, formative evaluation, summative evaluation

Combines ESD with Gagné’s theories on types of learning and conditions of instruction

 System level

· Analysis of needs, goals, and priorities

· Analysis of resources, constraints and  alternate delivery systems

· Determination of scope & sequence, delivery system design

Course level

· Determining course structure and sequence

· Analysis of course objectives

Lesson level

· Definition of performance objectives

· Preparing lesson plans

· Developing, selecting materials, media

· Assessing student performance

System level

· Teacher preparation

· Formative evaluation

· Field testing, revision

· Summative evaluation

· Installation and diffusion

Smith & Ragan

(Smith & Ragan, 1993)

A – instructional analysis (instructional content, learning task, prospective learners); learning environment (teachers, curricula, media, school organization, larger community); needs assessment (describe goals, evaluate goal achievement, describe gaps, prioritize gaps, determine instructional needs)

D – organizational strategies (scope and sequence, instructional events), delivery strategies (media, grouping), management strategies (scheduling, resources)

D – test items, instruction

I

System Oriented ISD Model

Moves away from the behavior focus and advises information processing analysis rather than just task analysis, however performance objectives are still written

Iterative process that requires constant revision

Assessments are written during analysis phase

4 pillars of ISD – learning theory, systems theory, communication theory, instructional theory

Steps in a phase may occur concurrently

4 categories of learner characteristics

· stable similarities

· stable differences

· changing similarities

· changing differences

15 events of instruction

Introduction

1. activate attention

2. establish purpose

3. arouse interest & motivation

4. preview lesson

Body

5. recall prior knowledge

6. process information

7. focus attention

8. employ learning strategies

9. practice

10. evaluate feedback

Conclusion

11. summarize and review

12. transfer learning

13. remotivate and close

Assessment

14. assess performance

15. evaluate feedback

Gives strategies for lessons on:

declarative knowledge

· linking, organizing, elaborating

concepts

· inquiry & expository approach

rules

· inquiry & expository approach

problem-solving

· elaboration, simulations, case problems

cognitive strategy

· discovery, observation, guided participation, direct explanation

attitude change & motivation

· demonstration, reinforcement, Keller ARCS

psychomotor skills

· massed/space practice, whole/part practice

Kemp, Morrison & Ross

(Morrison, Ross, & Kemp, 2004)

A – identifying instructional problems (needs assessment, goal analysis, performance assessment), learner analysis (general characteristics, entry competencies, learning style), contextual analysis (orienting, instructional, transfer), task analysis (topic & procedural analysis, critical incident method)

D – instructional objectives, sequencing, instructional strategies (performance-content matrix), preinstructional strategies, message design

D – developing instructional materials (concrete, step size, pacing, consistency, cues), delivery strategies (group presentation, self-paced, small group)

I – planned change, CLER

E – evaluation (formative, summative, confirmative), testing (knowledge, skills, behavior, attitudes)

Classroom ISD model

Not linear like most

Adds identifying delivery strategies step

CLER model for implementation – configurations, linkages, environment, resources

Flexible model - phases can be sequential or simultaneous

Evaluation and revision are continuous throughout process

Reiser & Dick

(Reiser & Dick, 1996)

Process 1 (Reiser & Dick, 1996)

Process 2   (Dick & Reiser, 1989)

Process 1

A – identify instructional goals, identify objectives

D – plan instructional activities

D – choose instructional media, develop assessment tools

I – implement instruction

E – revise instruction

Process 2

A – set goals, analyze student characteristics

D – write objectives, select/review texts

D - develop tests, develop instructional activities, choose instructional media

I – implement instruction

E – revise instruction

Classroom ISD model

Linear model intended for teachers, less strict with elements such as goal statements

Flexible model given previous teaching experience and instructional situation

Recognizes the limitations placed on teachers, not being instructional designers, such as preset curriculums and text books dictating content

Assessments are developed after instructional activities

Objectives are based on observable behavior

Six types of instructional activities

· motivating students

· informing students of objectives

· helping students recall prerequisites

· presenting information and examples

· providing practice and feedback

· summarizing the lesson

Advocates implementation through mastery learning

Evaluation of student performance and attitude before, during and after implementation for revising instruction.

Seels & Glasgow

(Seels & Glasgow, 1998)

model for praticioners

model for novices

A – Needs (conditions, background, environment), task (procedural, cognitive, attitudinal), and instructional analysis

D – Objectives and assessment, instructional strategy, delivery system selection, prototyping

D – materials development, media production, formative evaluation

I – Implementation and maintenance

E – Summative evaluation, diffusion and dissemination

Includes project management and diffusion throughout the process

Project management centered

Formative evaluation is a part of development

Connections between research and ISD process

Five types of performance assessments – performance, process, product, portfolios, projects

Phases of Problem analysis – needs assessment, performance analysis (Mager & Pipe, 1970) , problem statement, context analysis, design notes

Gerlach & Ely

(Gerlach & Ely, 1980)

A – assessment of entering behaviors

D – specification of content & objectives, determination of strategy

D – organization of groups, allocation of time, allocation of space, selection of resources

I

Identify content and objectives before assessing behaviors

Classroom ISD model

Content oriented - course content has already been chosen before writing objectives

No specific learner or context analysis, learner is considered in assessment of entering behaviors  

Emphasis on selecting instead of developing instructional material

Instructional Development Institute (IDI)

A – identify problem, analyze setting

D – organize management, identify objectives

D – specify methods, consult prototypes

I – test prototypes, implement recycle

E – analyze results

System Oriented ISD Model

Addition of organize management step

More detailed than most models

"The basic strength of this model is its three levels of detail. This permits its initial presentation to non-developers in a simple form that can be elaborated as their knowledge increases" (Gustafson, 1991, p. 35).