Other Instructional System Design Models

Aside from ADDIE, which is the most popular Instructional System Design model used by most instructional designers and educators, we should be aware that there are still some other models that are existing. Although, most of them were based on ADDIE process, these models have unique features that we can maximize to develop an effective course, training design or instructional material.  

Dick and Carey Model

Walter Dick, Lou Carey and James Carey developed this instructional design process way back 1978. This model is systematic in nature. It breaks down the instruction into smaller components. The steps are the following:

1.    Identify the instructional needs and goals

2.    Conduct instructional analysis

3.    Analyze learner characteristics and contexts

4.    Write performance objectives

5.    Develop assessment instruments

6.    Outline your instructional strategy based on the learning objectives

7.    Develop instructional materials

8.    Conduct formative evaluation to identify areas that needs improvement

9.    Conduct summative evaluation to learn about the effectiveness of your training

10. Revise and improve instructional material

Rapid ISD Model

Dave Meier developed this ISD model which is also called as the Accelerated Learning Rapid Instructional Design (RID) Model, Rapid ISD for short. This model is based on the concept that learners learn better from feedback than from lectures or presentations. This also replaced the traditional media-heavy courses with instructional designs wherein learners are in-charge of their own learning with and from each other. There are four phase in RID model:

·         Preparation – Arouse interest and motivate learners by starting goals and removing learners’ barriers

·         Presentation – encounter new knowledge and skills by appealing to all learning styles and incorporating interactive presentations and discovery activities into the learning experience.

·         Practice – Integrate new knowledge and skills by incorporating games, hands-on activities, and skill building practice exercises as well as providing substantial corrective feedback to the learner

·         Performance – allow time to apply the new knowledge and skills and reward the use of these skills.

Seels and Glasgow Model

Barbara Seels and Zita Glasglow developed this ISD model grounded on the premise that instructional design occurs in the context of project management. The benefits of this model are that the team members can come and go as the process evolves. This model works best for very complex projects. The plan establishes roles, tasks, timelines, budgets, checkpoints, and supervisory procedures.

The model is distributed across the three phases of project management:

1.    Needs-analysis management

2.    Instructional design management

3.    Implementation and evaluation management

Under the Need Analysis phase, problem analysis is the prime task; all questions about the required objectives and performances, context and need analysis are addressed.

The second phase includes the development of the material and some formative assessment to immediately address the areas that need improvements or revisions.

The last phase includes the actual implementation of the instructional or training materials. Summative evaluation is conducted to evaluate the effectiveness of the course, training design or instructional material.

Smith and Ragan Systematic Instructional Design Model

Patricia Smith and Tillman Ragan are the exponents of this model. This model incorporates only the three steps: analysis, strategy development, and evaluation. This model differs from ADDIE in that test items are created during the analysis phase. The emphasis is given in developing specific instructional material or training design for particular type of learning and learners. The benefit of this process is that the instruction is designed to the test items which result in a better focused program.