Instructional design models are used to create instructional materials that meet the needs of learners. There are several different types of instructional design models, each with its own unique approach and set of features. The most commonly used instructional design models include ADDIE (Analysis, Design, Development, Implementation and Evaluation), Dick & Carey Model (Systems Approach to Instruction), Merrill’s First Principles of Instruction, Gagne’s Nine Events of Instruction and Kemp’s Task-Centered Model. The ADDIE model is a five-phase process for designing instruction that begins with an analysis phase in which goals and objectives are identified; followed by a design phase where strategies for achieving those goals are developed; then development phase where learning activities or resources such as text or video materials are created; implementation which involves delivering the instruction to learners; and finally evaluation in which feedback from learners is collected and analyzed to assess effectiveness. The Dick & Carey Model focuses on identifying learner characteristics, analyzing tasks they need to learn how to do them effectively, designing appropriate instruction based on these analyses and evaluating the results after implementation. Merrill’s First Principles states that effective instruction should be goal oriented, active rather than passive learning experiences should be provided for students so they can interact with content material directly instead of just listening passively during lectures or reading textbooks; student performance should be monitored regularly through assessments so teachers can adjust their teaching methods accordingly; practice opportunities must be provided frequently so students have time to master skills before moving onto more complex topics; lastly meaningful contexts must be established in order for students to make connections between what they learn in class and real world applications. Gagne’s Nine Events involve gaining attention from learners at the start of an activity by presenting relevant information about it first before diving into details later on throughout the lesson plan as well as providing clear instructions about what will happen next throughout each step until completion when all objectives have been met successfully. Finally Kemp’s Task Centered Model requires breaking down complex tasks into smaller steps that build upon one another while ensuring understanding along every step through frequent formative assessment checks until mastery has been achieved overall by completing all required steps correctly without any errors occurring along the way.
Instructional design models provide a structure for the development of instruction. They are based on theories of learning and instructional strategies, and can be used to create effective learning experiences. Instructional design models typically involve four phases: analysis, design, development, and evaluation. During the analysis phase, information is gathered about learners’ needs and goals as well as the context in which they will learn. This includes identifying objectives for what learners should know or be able to do after completing instruction; analyzing learner characteristics such as prior knowledge or skills; assessing available resources such as technology or materials; determining appropriate assessment methods; selecting content that meets objectives; and developing an overall plan for delivery of instruction. The design phase involves creating a blueprint that outlines how each objective will be addressed through instructional activities (e.g., lectures, discussions). It also includes designing assessments to measure progress toward meeting objectives. In the development phase, all components are created according to specifications outlined in the blueprint from the previous step—including any visuals needed for instruction (e.g., slideshows) or handouts (e.g., worksheets). Finally, during evaluation participants complete assessments designed earlier in order to determine if they have met established objectives and make changes accordingly if necessary before delivering instruction again with new participants
