Instructional Design Theories and Models: An Overview of Their Current Status
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So long as a designer can align components of an instructional problem with the priorities of a particular model, they will likely be met with success through the systematic process. When OKT was initially introduced, online or web-based instructional design had not yet become part of the conversation. Yet, his model astutely factors in the technology component not yet commonly seen in other ID models referenced at the time.
Notice how the OKT process calls for a close relationship between implementation and the other phases as well as alignment between evaluation and the other phases. This design facilitates internal consistency in decision making. The intent here was to ensure that design decisions relating to technology-based resources were consistently applied across the instructional problem. At their core, instructional design models seek to help designers overcome gaps in what is learned due to either instruction, motivation, or resources.
Thus, some models seek to address non-instructional gaps, like motivation.
Other models examine strategies related to resources, like technology or media integration. And still other models consider other gaps and needs like rapid development. Recently, many instructional designers have emphasized the design gaps in ID, drawing upon the broader field of design theory to guide how designers select and arrange constructs or components. One model, known as Design Layers Gibbons, , helps designers prioritize concerns encountered during the ID process and may overlay with an existing or adapted ID model being followed. In other words, a designer may use design layers to organize the problems to be addressed, but still use other models based on ADDIE processes to solve some of these problems.
The primary takeaway from this entire discussion should be that ID is rarely a simple process. In practice, designers often draw upon personal experience and the wide variety of models, strategies, and theories to customize each instance of instructional design. While working on this chapter, I thought it might be interesting to crowdsource advice and tips. We live, research, and teach in the age of social constructivism. So, why not apply the theory in a way that might have a far reaching and lasting impact? The following short quotes about the practice of ID and ID models from scholars, students, and above all practitioners provide focused advice that are good tips for the beginning designer and great reminders for the more advanced designer.
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