Instructional Design Models

The Five Phases of Instructional DesignInstructional Design Models
 
There are many models for designing instruction just as there are many learning theories. Instructional design is in fact based on learning theories fromeducational psychology. Design models may range from very prescriptive, behaviorist (instructivist) presentations to more free-flowing constructivist forms. In every case, however, there are certain design elements that must be addressed at some point or other in the process to produce effective and relevant instructional materials and lessons.
The model we will use for this step by step process is a modified version of an instructivist model developed by Dick and Carey (1992). Later, we will discuss some differences in models (or you might check the models pages on your own).
Take a few moments to study the model below. (You can click the picture to see it full-size in a separate window.) We will examine each element in the next few pages.

The model provides focus for six elements:
Analyzing the need for instruction (needs analysis), curriculum requirements, and the limitations and resources available for instruction. ANALYZE PHASE Analyzing the instructional goals, learners‘ needs, and their prior knowledge (entry level skills). DESIGN PHASE Constructing assessments (as you consider goals, learners‘ needs, and prior knowledge). DESIGN PHASE Determine instructional strategies and select instructional media that best facilitates student understanding of new knowledge and supports the instructional strategies. DEVELOPMENT PHASE Implementing the design: teaching/learning experience and student understanding (assessments). IMPLEMENT PHASE Examining the actual lesson or course you designed: evaluate the connection between goals and understanding, effectiveness of instructional strategies and media. Revise for the next course or lesson. Revise for the next time you teach the class. EVALUATE PHASE
Minnesota State Colleges and Universities
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