The goal of this module is to convince you that:
- developing a course that merely covers all the models is not appropriate.. even if it is an introductory course such as this one
- introducing all the various models is better suited to be added towards the end of this course rather than the beginning… mainly because you will have a better understanding as to why those in the field study the models and what makes them appropriate.
and
Over the years several ‘classic’ instructional design models have evolved.. some more famous than others. In fact, most intro courses covering Instructional Design are entirely built on a textbook from which you are assigned chapters with the goal of introducing you to the seminal models. We designed this course with the idea of showing you the considerations first, THEN introducing the model so you at least have some basis for selecting the one(s) you wish to follow for your final project.
How are models developed?
You should know that the focus of doctoral students is to create something new and different using their innate desire to ‘make an impact’ on their field so they can graduate … and the focus of an emerging assistant professor is often to create something new and different using their innate desire to get published (and promoted)… Ok.. being a bit cynical here.. but the truth is that sometimes (not always) a new theory or model evolves out of one’s personal goal of wanting to cut across the learning domain slightly differently just to get published… that is why many of the models you will read about will seem eerily similar…
You also need to know that many times you will be in a course in which a certain model or series of models will be utilized because that happens to be the ‘favorite’ of that professor… we must admit we do have our favorite. We consider ourselves to be successful in this introduction that, if at the end of the course, you are not too sure which one that is! Our goal is that we want you to make sure you make your selection based on your knowing the elements and issues that go into design
To be sure all of these have value, your job is to review as many as you can in the time allotted and make some decisions as to which ones you would place inside your instructional design ‘tool bag’ and explain why you have made your choice based on information we have presented earlier in this course. In the end, though, it would be best that you select one (and do your justification) as a part of your final project.
This is a great link as it synthesizes all the important models on to one document
http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm
This summary list is growing all the time
http://www.instructionaldesign.org/models/
Finally, Educational Design Research considers the models in terms of their practicality/usefulness in the formative stages of instructional design
Because it incorporates elements of iterative design (rapid prototyping and the spiral model model of design into a comprehensive action research model.
The self-check activity is designed to create a context for you to be thinking about this lesson as the one on visual message design.
Once you are satisfied that you have a good understanding of these two lessons, go ahead and take that self-check quiz. Post a reflection in the Drop Box set up in Canvas, answering the questions posted there.