Day 2: Instructional Design Models

Day 2 - Topics

• ADDIE Model
  • Step-by-step process where one piece feeds into the next piece
  • Analysis-> Design-> Development-> Implementation-> Evaluation
  • Not systemic - one piece of the process does not change how the next piece is accomplished
  • Not dynamic - steps must be followed in their original order
  • Can repeat cycle or add in analysis and evaluation throughout model
• ADDIE Model Resources
  • Wikipedia has a page on the ADDIE Model
  • Learningtheories.com has an explanation of the ADDIE Model
  • Idaho State University's College of Education has a web site set up to describe each step in the ADDIE process.
• VDILS Model
  • A Model for Designing Virtual Dynamic Instructional and Learning Systems (VDILS)
  • The VDILS model promotes the following (Saba, 2008):
    • Dynamic instruction that changes over time
    • Learner involvement in instructional design process
    • Individualized instruction
    • Learner autonomy
    • Non-linear instruction
    • Dynamic learner control
    • Dynamic structure and dialog
• Systems Theory - Overall Concepts
  • Takes a holistic approach instead of a single cause-effect relationship (Saba 2007, 20)
  • Systemic and dynamic relationship between dialogue and structure (Saba 1988)
  • Teacher and student can control transactional distance by varying the rate of dialogue and structure (Saba 1988)
  • Transactional Distance
    • Function of the variance in dialogue and structure as they related to each other (Moore 1983; Saba 1988)
    • Distance not determined by geographic proximity, but instead by dialogue & structure
    • Dialogue is "the extent to which, in any educational program, the learner and educator are able to respond to each other" (Moore 1983, 171)
    • Structure is "a measure of an educational programme's responsiveness to learners' individual needs" (Moore 1983, 171)
• Systems Theory - Components
  • People - e.g., instructors, learners, administrators, employers (Saba 2007, 24)
  • Objects - e.g., computers & telecommunication lines that make communication among the people possible (Saba 2007, 24)
  • Intangibles - e.g., laws, rules, policies, & procedures that govern how people and objects function in society, an organization, or in a family (Saba 2007, 24)
  • Organization (i.e., school, university, distance education program, etc.) may define boundaries to determine which components are included (Saba 2007, 24)
  • Relations among components can be either positive or negative (Saba 2007, 24)
  • Consists of primary components - teaching, learning, program/course design, technology, management, policy, and organization and a definition of the relationship of these components with larger education system - economy, psychology, sociology, history, culture, & philosophy (Saba 2007, 28)
• Systems Theory Resources
  • Saba, F., & Shearer R. L. (1994). Verifying key theoretical concepts in a dynamic model of distance education. The American Journal of Distance Education 8 (1), 37-57.
  • G. Ossimitz: Teaching System Dynamics and Systems Thinking

Day 2 - Assignments

• Review Rubric for Online Instruction at Chico State University and post to the discussion forum about ways you can implement these ideas into a distance course design. - Due Day 3
• Review the Principles of Online Design at Florida Gulf Coast University. Choose 2 principles under any topic (choose from the topics on the left side menu) and post on the discussion forum the importance of these principles when designing an online, eLearning, or distance course. – Due Day 3
• Work on Distance Course Syllabus and post to the discussion forum. – Due Day 3
  • Create a syllabus for your course using the template provided.
  • Include the following in your syllabus:
    • Course description
    • Course goals & objectives
    • Course learning materials
    • Course communication
    • Major Assessments
    • Grading
    • Course outline