2.+Instructional+Design+Models



INSTRUCTIONAL DESIGN
 Instructional Design is a multistep process that occurs prior, during and after instruction. Each step contains multiple components to ensure that a lesson or tool is effective, efficient and relevant to the audience. Taking the time to analyze the needs of your audience and create a product that addresses those needs is essential to the successful launch, implementation and maintenance of the product (e.g., lesson plan, activity, tool).

This Wiki is intended to provide a forum for preservice and current teachers to discuss inclusion of students with high incidence disabilities in the general education classroom. Since contributors will post real life situations and questions, appropriate resources will vary as different topics are introduced into the discussion. Therefore, the design model needs to have flexibility in its design while recognizing that this site is voluntary and the participants should not be formally assessed to determine learning. Rather, monitoring should be continuous to determine if needs are being met and what additional areas of need have surfaced.

Using the Instructional Systems Design Model ADDIE will enable the creation of a Wiki that teachers and parents of students with disabilities may use as a resource. The steps of ADDIE permit a continuous, flexible design process that allows content to be altered to meet current participant needs. Flexibility includes the ability to implement multiple stages at the same time, thus increasing the ability to alter content to make this a relevant tool. Image taken from About e-Learning. com at about-elearning.com/images/addie_map.gif

Dick and Carey’s Model of Instructional Design provides a specific, detailed model for design. Despite the emphasis on evaluating and refining instruction to meet the needs of learners, many of the other components are not applicable to this project as this is a voluntary tool where the development, implementation and monitoring of participants should not be treated as a lesson with traditional students. The following chart compares features of each model that contributed to the chosen design model for this tool.

Benefit of ADDIE over Dick and Carey** ||
 * **Dick and Carey Systems Approach ** ||  || **ADDIE Design Model ** ||   || **Application to Promote Inclusion:


 * Emphasizes evaluating and refining instruction ||  || Analyze and evaluate are components ||   || Both models include evlauation and modificaiton of content ||


 * Rigid steps ||  || Flexible, overlap ||   || Comments posted by participants will impact content revisions ||


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Cumbersome ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Five general phases ||   || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">The content will be constantly changing. Implementing a practical, efficient method will assist with maintaining the site. ||


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Criterion-referenced tests ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Formative and summative assessments ||   || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-align: center;">Identifying sub-skills for learners is not applicable to this project ||