You Could Get With This, or You Could Get With That

A FRAMEWORK THAT LOOKS AT COMPARING INSTRUCTIONAL DESIGN MODELS

Introduction

Instructional design is continually and steadily growing in education and business as the facilitation of development allows for growth that helps the achievement of reaching goals. With the increase in the implementation of educational technology, instructional design models are trending upwards. But which model works best for the effectiveness of learning? Well, there are ways to compare these models, so don’t fret! The framework constructed by Edmonds, Branch, and Mukherjee provides a method for consolidating the knowledge base by identifying components of each instructional design model. This framework does not allow for comparison of different models to place a hierarchy of effectiveness, but allows for identifying differences in each model. “A frame of reference illustrates how Model A is different from Model B. Perhaps Model A is suited for a different context level, purpose and application than Model B”, (Edmonds et al, 1994).

A Framework for Comparisons

The conceptual framework for evaluating instructional design models proposed by Edmonds, Branch, and Mukherjee consists of categories and subcategories: Orientation with subcategories of prescriptive, descriptive, and elements of both, knowledge structure with subcategories of procedural, declarative, and elements of both, expertise level with subcategories of expert, intermediate, and novice, structure with subcategories of system, soft-system, intuitive, and aspects of each, context with subcategories of K-12, higher education, business and government, and level with subcategories of unit, module, lesson, course, and institutional.

From Personal Experience

In my opinion, some of the most important aspects of an instructional design model are first and foremost a structured and systematic approach that is learner-centered for emphasizing learning objectives with flexibility, allows for technology integration, and a reflective process after assessment and feedback.

To evaluate different models of instructional design, I would start by considering a variety of factors by assessing their effectiveness in achieving the learning outcomes for the specific instruction, as well as knowing what would best allow for my students to succeed. I would start by establishing criteria that includes effectiveness in achieving learning goals, learner engagement, alignment with pedagogy, and if it is cost effective if outside sources such as new technology is needed. Having a familiarity with instructional design models is a factor for me personally as well. I have more experience with the ADDIE model, so I tend to lean towards this model more often. After learning more about the Dick and Carey model, I am interested in experimenting with this model. To assess a design model's effectiveness, I would need to see evidence and/or data that supports the learning model. By analyzing strengths and weaknesses of a variety of models for a comparative analysis for considering a variety of factors such as the accommodation of learning styles, delivery formats, and how it aligns with educational technologies. Evaluating some practical aspects of design models for implementation is also needed, such as resource availability, time constraints, and level of required knowledge needed prior to implementation. For me, I like personal experience so I may test a few different models for evaluation of effectiveness and collect feedback from learners for help in identifying what worked best for their learning experience.

References

Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994). A conceptual framework for comparing instructional design models. Educational Technology Research and Development, 42(4), 55–72. https://doi.org/10.1007/bf02298055