EDT 6310 Foundations of Instructional System Design

  1. Module One
  2. Module Two
  3. Module Three
  4. Module Four
  5. Midterm Module | Midterm Project
  6. Module Five
  7. Module Six
  8. Module Seven
  9. Wrap Up and Final Project

Module One - Getting Started

Course Syllabus

Module Two - Gagne's Nine Events; ADDIE

Reading Notes
Textbook's website for Chapter 1
My copy:Table of Dick & Carey Model with Inputs & Outputs Identified in Google Docs.

Learning Activity 1 - ADDIE Model

1) Analysis

2) Design

3) Development

4) Implementation

5) Evaluation
"ADDIE Instructional Design Model" article from College Station, Texas Copyright 2001 LOT All rights reserved
Published 01/23/01 L:\htms\training\handouts\pf_files\addie.docdoc (Provided by Dr. Ray)

Relevant Sites
(Tagged in del.icio.us as ADDIE)
  • Designing Web-Based Instruction An excellent website walking one through using the ADDIE model to design instructions. The author, Gail Shervey, also has an interesting site for her Active Learning Workshop, which includes "The Top Ten Ways to Inspire Active Learning."
  • ADDIE Idaho State Univrsity College of Education Provides examples of each stage of ADDIE, complete with glossary
  • The Learning Circuits Blog "November's Big Question: Are our models (ISD ADDIE, HPT, etc.) relevant in the future?" A compilation of blog entries debating, "Are ISD/ADDIE/HPT relevant in a world of rapid elearning, faster time-to-performance, and informal learning?" (Blog associated with ASTD (American Society for Training & Development).)

Back to top

Learning Activity 2 - More About Robert Gagné

Relevant Sites
(Tagged in del.icio.us as 6310 & Gagne)
  • Answers.com Good synopsis of Gagné's life and work
  • Encyclopedia of World Biography While the first few paragraphs are the same as the Answers.com article, this also discusses Gagné's use of "simple arithmetic skills" in testing his theories.

Learning Activity 3 - More About the Nine Events of Instruction

Gagné's Nine Events of Instruction
  1. gain attention (reception)
  2. inform learners of instructional objectives (expectancy)
  3. stimulate recall of prior learning (retrieval)
  4. present the stimulus (selective perception)
  5. provide learning guidance (semantic encoding)
  6. elicit performance (responding)
  7. provide feedback (reinforcement)
  8. assessing performance (retrieval)
  9. enhance retention and transfer (generalization)

Relevant Sites
(Tagged in del.icio.us as 6310 & Gagne9)

Learning Activity 4 - Applying Gagné's Nine Events of Instruction

Back to top

Module Three - Classroom-Oriented Models Pt. 1

Reading Notes
Textbook's site for Chapter 2
Textbook's site for Chapter 3

Gerlach & Ely Model
Offers concurrent specifications of content and objective, then moves to linear assessment of students' entering behaviors. Then moves back to concurrent for Determining Strategy/Organization of Groups/Allocation of Time/Allocation of Space/Selection of Resources. Finally, linear for Eval and Analysis of feedback.
Heinich, Molenda, Russell, and Smaldino Model
The ASSURE model: Analyze learners, State objectives, Select media & materials, Utilize media & materials, Require learner participation, Evaluate & revise. Step 2, State Objectives follows ABCD (Audience, Behaviors, Conditions & Degree).
Back to top

Learning Activity 1 - More About the Gerlach and Ely Model

  1. Concurrently identify content and objectives
  2. Assess students' entry behaviors
  3. Concurrent, interactive developing of
    * Teaching strategies
    * Organization of groups
    * Allocation of time
    * Allocation of space
    * Selection of resources
  4. Evaluate performance (clearly aligned to learning objectives and learning activities)
  5. Analysis of feedback

Relevant Sites
(Tagged as 6310 & Gerlach in del.icio.us)

Learning Activity 2 - More About the ASSURE Model

  1. Analyze Learners (characteristics & competencies)
  2. State Objectives (specific & measurable)
  3. Select Media & Materials
  4. Utilize Media & Materials
  5. Require Learner Participation (includes feedback & practice)
  6. Evaluate & revise (evaluate both instruction & learning; revision includes instruction, media, methods & materials)

Relevant Sites
(Tagged as 6310 & ASSURE in del.icio.us)

Learning Activity 3 - Applying the Gerlach & Ely Model

Burleson's G&E in Google Docs

Learning Activity 4 - Applying the ASSURE Model

Burleson's ASSURE in Google Docs

Learning Activity 7 - Hands-On MS Word Chap One

Learning Activity 8 - Hands-on MS Word Chap Two

Back to top

Module Four - Classroom-Oriented Models Pt. 2

Reading Notes
Textbook's site for Chapter 4
Textbook's site for Chapter 5
Models are shifting to Learner-Centered

PIE Model (Newby, Stepich, Lehman & Russell Instructional Model) - Planning/Implementing/Evaluating - primarily designed for pre-service teachers; especially effective when using media & tech to support instruction.

Morrison, Ross, & Kemp Model - focuses on curriculum planning. Unique because of "start where you are" philosophy, that all parts are interdependent

Learning Activity 1 - More about the Newby, Stephic, Lehman and Russell Model (PIE Model)

  • Planning - gathering info about the learner, content, setting, and how tech cn assist as motivator and creator (i.e. what needs to be learned & how learning will be accomplished)
  • Implementing - incorporating various forms of media, methods, and tech into lessons
  • Evaluating - learning performance, how the data cn be used to improve teaching, how the data cn be used to improve learning
Teacher Questions
Student Questions
What should stu be able to do after instruction?
What are indicators that learning has occurred?
What do stu's already know?
What have stu's learned previously?
What meaningful tasks will facilitate stu learning?
What do I already know about the task?
What do I already know about the topic?
What prior know. cn help me w/ this task?
What prior learning cn help me w/ this task?
How is task similar to what I already know?
How is task diff. from what I already know?
Do stu's have the materials they need to learn?
What add'l info do students need to learn?
What resources should be brought into the learning environment?
What media or other techs shld be brought into the learning enviro?
How do I solve the task/problem?
Do I understand what I am doing?
Do I understand what I am learning?
Where may I obtain extra help to support my learning?
How do I know that I'm learning?
What did the stu's learn?
What obstacles did stu's experience?
How can stu learning be improved?
How cn teaching be improved?
What have I learned?
How can I apply what I've learned?
What new learning strategies hv I acquired?
Did I master the instruc. objs?
If I mastered the objs, how well did I do so?

Relevant Sites
(Tagged as 6310 & PIE in del.icio.us)

Back to top

Learning Activity 2 - More about Morrison, Ross, and Kemp Model

Six Questions for the designer to ask:
  1. What level of readiness do indiv students need for accomplishing the objs?
  2. What instr strategies are most appropriate in terms of objs & stu characteristics?
  3. What media or other resources are most suitable
  4. What support is needed for successful learning?
  5. How is achievement of objs determined?
  6. What revisions are necessary if a tryout dsn't match the expectations?
Nine Elements of the Instructional Development plan
  1. Identify instructional problems & specify goals
  2. Examine learner characteristics that will influence instructional decisions
  3. Identify subj content & analyze task components (task analysis) related to stated goals & purposes
  4. Specify the instructional objs
  5. Sequence content w/in each instr unit for logical learning
  6. Design instr strategies so that each learner can master the objs
  7. Design the instr message and develop the instruction
  8. Select resources to support instr & learning for instructional delivery
  9. Develop evaluation instruments to assess objs

Relevant Sites
(Tagged as 6310 & Morrison)

Back to top

Learning Activity 3 - Applying the Newby, Stepick, Lehman, and Russell (PIE) Model

Burleson's PIE in Google Docs

Learning Activity 4 - Applying the Morrison, Ross & Kemp Model

Burleson's M R & K in Google Docs

Learning Activity 7 - Hands-on - Microsoft Word - Chapter Three

Learning Activity 8 - Hands-on - Web Feature - Creating Web Pages Using Word

Learning Activity 9 - Hands-on - Microsoft Excel - Chapter One

Back to top

Midterm - Creating Lessons Using the Classroom-Oriented Models

Reading Notes
Textbook's site for Chapter 6
Textbook's site for Chapter 7

Learning Activity 3 - Hands-on - Microsoft Excel - Chapter Two

Learning Activity 4 - Hands-on - Microsoft Excel - Chapter Three

Learning Activity 5 - Hands-on - Microsoft Excel - Web Feature

Back to top

Module Five - Product-Oriented Models

Reading Notes
Textbook's site for Chapter 8
Textbook's site for Chapter 9

Moving to the Product-Oriented ID Models, with 4 key assumptions:
  1. the instructional product is needed
  2. something needs to be produced (rather than selected or modified)
  3. considerable emphasis on tryout and revision
  4. product must be usable by learners on their own, as a stand-alone product
Back to top

Learning Activity 1 - More about the Bergman and Moore Model

Specifically intended for interactive multi-media products. Has six major activities:
  1. Analysis - identify audience, tasks, content, etc.
  2. Design - sequence major segments, define their treatment, etc. at a very high, global view level, followed by more detailed design (motivational elements, media, interaction strategies, assessment methodology)
  3. Develop - preparing documents for production (storybooks, audio scripts, art and graphic renditions, etc.)
  4. Produce - transformation of the deliverable docs into instructional medium
  5. Author - integrate the medium into the product; includes coding, testing and tuning
  6. Validate - compare the finished product to the original plans
Each activity has input, deliverables, output - the output for one provides the input for the next.
(Especially important product-oriented model in ID in corporate America, creating educ. products for students.)

Relevant sites
(tagged as 6310 Bergman)

Back to top

Learning Activity 2 - More about the de Hoog, de Jong, and de Vries Model

Uses "rapid prototyping" in a web-like structure. Involves intertwining methodology, product and tools. Includes five partial products:
  1. conceptual model
  2. operational model
  3. instructional model
  4. interface model
  5. learner model
All of these are important features of simulations or expert systems. Also includes
  1. compliance
  2. quality
  3. integration
  4. specificity
This is a 3D model, with the complete product gradually emerging as the partial products develop.
Research has been used in SimQuest discovery learning. (I've had difficulty finding articles that are in English.)

Relevant sites
(tagged 6310 de_jong de_hoog de_vries)

Back to top

Learning Activity 3 - More about the Bates Model

Model for developing open and distance learning courses; front-end design with four phases:
  1. Course outline development
  2. selection of media
  3. development/production of materials
  4. course delivery
Uses a team approach, with a two-year course development cycle. Unique elements: cost, access, copyright clearance and tutoring considerations.

Relevant sites
(tagged as 6310 Bates)

Back to top

Learning Activity 4 - More about the Nieveen (or CASCADE) Model

Computer Assisted Curriculum Analysis Design and Evaluation

Consistent with ADDIE and applied more to educ materials for schools (rather than training for business and industry). Materials are both learner (with direct interaction) and support; includes extensive use of formative eval.
  1. Design specifications
  2. Global materials
  3. Partially detailed materials
  4. Complete materials

Quality is measured 3 ways:
  1. Validity (based upon state-of-the art know and internal consistency)
  2. Practicality (the materials can be used as designed)
  3. Effectiveness (learners experience the materials as intended and achieve objectives)

Relevant sites
(tagged as 6310 and Nieveen)

Learning Activity 5 - More about the Seels and Glasgow Model

Designed for Instr Design and Devel; organized into 3 managements phases:
  1. Needs analysis management - needs assessment for goals, performance analysis for instructional requirements, & context analysis for constraints, resources, and learner characteristics
  2. Instructional design management - task analysis, instructional analysis, objectives and tests, instructional strategy and delivery system, materials development and formative evaluation, with continual feedback and interaction
  3. Implementation and evaluation management - preparing any training materials, offering training to users, and conducting a summative eval.

Steps may be conducted in linear fashion, but not necc., may be interdependent, concurrent, and may involve iterative cycling. Materials are developed, rather than selected.

More constructivist than DCC's behaviorist take on the field

Relevant sites
(tagged as 6310 and Seels)

Back to top

Learning Activity 8 - Hands-On - Microsoft Access Chapter One

Learning Activity 9 - Hands-On - Microsoft Access Chapter Two

Back to top

Module Six - Systems-Oriented Models Pt 1

Reading Notes
Textbook's site for Chapter 10
Textbook's site for Chapter 11

Learning Activity 1 - More About IPISD

IPISD (Interservice Procedures for ISD)
developed by the military in 1975. Has 5 phases:
  1. Analyze
  2. Design
  3. Develop
  4. Implement
  5. Control
(Seems oddly close to ADDIE) Phases are divided into 20 steps!

Relevant sites
(tagged as 6310 & IPISD)

Back to top

Learning Activity 2 - More About Gentry

*IPDM (Instructional Project Development and Management, aka: Gentry)*// Divided into Development components and Supporting components, connected by Communication component
  • Needs analysis
  • Adoption
  • Design
  • Production
  • Prototyping
  • Installation
  • Operation
  • Evaluation
  • Management
  • Information Handling
  • Budget/Resource Allocation
  • Personnel
  • Facilities
Emphasizes communication btwn Dev & Supp all through the ID process

Relevant sites
(tagged as 6310 & Gentry)

Back to top

Learning Activity 3 - More About Dorsey, Goodrum & Schwen

Adheres to ADDIE 5 elements, but is more concept than operation oriented

Rapid, Collaborative Prototyping in 5 cycles:
  1. Create a vision
  2. Explore conceptual prototypes
  3. Experiment with hands-on mock-ups
  4. Pilot test working prototypes
  5. Fully implement the evolving vision
Rapid Prototyping principles
Process Prins
multiple iterative modifications in each level of design
modify & return the prototype quickly
*Alternatives!* not just modifications
Interaction Prins
"user as designer"
avoid tech jargon
maintain consistent communication
Fidelity Prins
early levels of design: low fidelity protos, to gain feedback; final levels of design: high fidelity protos to gain quality feedback
proto is effective if it lets the user give pertinent & productive feedback
exploit the avail tech
Feedback Prins
capture what the user does and doesn't like
if user doesn't want it fixed, don't fix it!
gather data on 3 levels: micro, mini, macro

Relevant sites
(tagged as 6310 & Dorsey)

Back to top

Learning Activity 4 - More About Diamond

Is specific to higher ed; considered a "systems" model b'cz of the team development approach

Two Phases
Project Selection & Design

  • feasibility of proj
  • desirability of proj
  • instru issues, incl: enrollment proj, effectiveness of existing course; institutional priorities; faculty enthusiasm
Project Implementation & Evaluation
  1. Determine objs (of unit or curr)
  2. Design eval instru & proced (concurrent w/ next 2 steps)
  3. Select instr formats
  4. Eval & select existing materials
  5. Modify existing mater & produce new nmtaer
  6. coordinate logistics for implementation
  7. Implement, Evaluate, Revise

Relevant sites
(tagged as 6310 Diamond)

Back to top

Learning Activity 5 - More About Smith & Ragan

Considered to be very strong in the area of developing instr strategies, resulting in effective, learner-centered instruction (Note app of cognitive psych)
Three Phases
  1. Analyze the learning environment (establish a need for instr; describe the learning envir for instr)
  2. Analyze the learners (describe stable chars of learners; describe changing char of learners)
  3. Analyze the learning task (recog appr instr goals; write appro instr goals)
  4. Write test items (id valid assessments for objs; compose valid assessments for objs)
  5. Determine instr strategies (det strat for organizing instr; det strat for managing instr)
  6. Produce Instruction (dev instr materials; devl training guides)
  7. Conduct Formative Eval (eval the effectiveness of instr materials during devel; eval after implementation)
  8. Revise Instruction (modify the proposed instr)

Relevant sites
(tagged as 6310 & Smith)

Back to top

Learning Activity 8 - Hands-On - Microsoft Access - Chapter Three

Learning Activity 9 - Hands-On - Microsoft Access - Integration Features

Learning Activity 10 - Hands-On - Microsoft PowerPoint - Chapter One

Module Seven - Systems-Oriented Models Pt 2

Reading Notes
Textbook's site for Chapter 12

Learning Activity 1 - About Learning Objects

David A.Wiley's article "Connecting Learning Objects to Instructional Design Theory: A Definition, a Metaphor, and a Taxonomy." (with my annotations)
Back to top

Learning Activity 2 - More About Learning Objects

Relevant sites
(Tagged as 6310 & learning_obj)

Learning Activity 3 - View Learning Objects

UWM's list of Learning Object Collections
eLearning Centres at Seneca Learning Objects Portal

Learning Activity 4 - View More Learning Ojbects

Sites posted for class:
A quick and easy way to create classroom posters using Microsoft Excel. Valuable for teachers and students.
A good tutorial that can help us get learning objects published easily.
Back to top

Learning Activities 5 & 6 - Instructional Development Journal

Currently maintained on my blog: Searching for Saint Isidore

Learning Activities 7 & 8 - Project Schedule

See the blog and the Gliffy model

Learning Activity 9 - Academic Readings

Relevant sites
(Tagged as 6310 & DCC)

Learning Activities 10 - Hands-On - Microsoft PowerPoint - Integration Feature

Learning Activity 11 - Hands-On - Microsoft PowerPoint - Chapter Two

Back to top

Wrap Up and Final Project

Learning Activity 1 - Final Project

Video Learning Object: a light-hearted look at how not to center a title, to serve to catch the audience's attention.

Learning Activity 2 - Journal

My active journal is maintained here, and below is a copy of the version submitted to Dr. Ray:

Back to top

Learning Activity 3 - Notebook

Consists of this wiki, the blog, and various documents on Google docs and Gliffy, all linked through this wiki at the appropriate points.

UPDATE: new version of the notebook is available here

Learning Activity 6 - Summative Evaluation

Back to top