Instructional Design
Theories and
Models
J OV E NAL V . D E LA CR U Z , J R .
What is instructional design?
• The systematic and reflective process of translating principles of
learning and instruction and instruction into plans for instructional
materials, activities, information resources and evaluation (Smith
and Ragan, 1999).
• “The theory and practice of design, development, utilization,
management, and evaluation of processes and resources for
learning” (Association for Educational Communications and
Technology (AECT) as cited by Resier, 2002 and Serhat Kurt)
https://www.edsurge.com/news/2015-10-07-so-what-do-you-reallymean-by-instructional-designer
Bloom’s Taxonomy of Learning
https://www.thoughtco.com/blooms-taxonomyapplication-category-8445
Origination: Creating new movement patterns to fit a particular situation or specific
problem. Learning outcomes emphasize creativity based upon highly developed skills.
(creates, designs, initiate, makes, originates)
Adaptation: Skills are well developed and the individual
can modify movement patterns to fit special requirements.
Complex Overt Response (Expert): The skilful performance of motor acts that involve
complex movement patterns. Proficiency is indicated by a quick, accurate, and highly
coordinated performance, requiring a minimum of energy. (measures, mends, mixes,
organizes)
Mechanism (basic proficiency): Learned responses have become
habitual and the movements can be performed with some confidence and
proficiency. (assembles, builds, calibrates, constructs)
Guided Response: The early stages in learning a complex skill that
includes imitation and trial and error. Adequacy of performance is
achieved by practicing. (copies, traces, follows, react)
Set: Readiness to act. It includes mental, physical, and emotional sets. These
three sets are dispositions that predetermine a person's response to different
situations (sometimes called mindsets). ( begins, displays, explains, moves)
Perception (awareness): The ability to use sensory cues to guide
motor activity. This ranges from sensory stimulation, through cue
selection, to translation. (chooses, describes, detects)
http://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_dom
.html
FOUNDATIONAL LEARNING THEORY OF ID
Behaviorism
Cognitivism
Constructivism
What is the difference between ___ ?
Theory
a plausible or scientifically acceptable
general principle or body of principles
offered to explain phenomena; a
belief, policy, or procedure proposed
or followed as the basis of
action (Merriam Webster); explain the
application, interpretation and
purpose of learning and education,
pedagogical, instructional and
learning theory which explore how we
best learn so that those who teach can
apply corresponding research findings
to applied practice
Model
a set of plans; structural design or
representation of something (Merriam
Webster); views of pedagogical
theories or approaches that are used
to guide the specialists and teachers
in the elaboration and analysis of
studies
programs,
in
the
systematization of the teachinglearning process, or rather in the
comprehension of some part of a
studies program (UNIBE)
Cognitive Information Processing Theory
Encoding
 Organization
 Mnemonics
 Imagery
Encoding
 Recognition
 Recall
Selective Attention




Meaning
Similarity of Tasks
Complexity/Difficulty
Attention ability
Chunking
Rehearsal
 Maintenance
Rehearsal
 Elaborative
Rehearsal
Encoding specificity principle
states that whatever cues are
used by a learner to facilitate
encoding will also serve as the
best retrieval cues at test time.
For learning and instruction to be meaningful and relevant, it must build upon the learner's
prior knowledge and help the learner to make connections between what they already know
and what they are about to learn.
“Different types of learning exist, and
that different instructional conditions
are most likely to bring about these
different types of learning.”
Gagne’s
Theory of
Instruction
Internal
External
Reception
Preparation
Expectancy
Retrieval
Presentation
Semantic Encoding
Selective
Perception
Responding
Performance
Reinforcement
Validation
Generalization
Retrieval
Principles
• 1. Different instruction is required for different learning
outcomes.
• 2. Events of learning operate on the learner in ways
that constitute the conditions of learning.
• 3. The specific operations that constitute instructional
events are different for each different type of
learning outcome.
• 4. Learning hierarchies define what intellectual skills
are to be learned and a sequence of instruction.
Gagné’s Nine Events of Instruction
Reigeluth’s
Elaboration
Theory
ELABORATION
THEORY
Sequence
Organize
Summarization
Procedural
Conceptual
Elaboration
Sequencing
Theoretical
Elaboration
Sequencing
Simplifying
Condition
Method
Heuristics
Synthesize
Analogy
Specific
to Complex
Cognitive-Strategy
Activator
Learner Control
instruction should be
organized in increasing order
of complexity for optimal
learning
First Principle of Instruction
Theory (David Merrill)
“truly effective learning experiences are rooted in
problem-solving”
Integration
Learning is promoted when learners are
engaged in solving real-world problems
Learning is promoted when existing
knowledge is activated as a foundation for
new knowledge
Learning is promoted when new knowledge
is demonstrated to the learner
Learning is promoted when new knowledge
is applied by the learner
Learning is promoted when new knowledge
is integrated into the learner’s world
Activation
Where do I start?
(Watch me!
Task/Problem
(Let me do it!
Let me do
the whole
task!
Application
Don’t just tell
me, show me!
Demostration
COMPONENT
DISPLAY
THEORY
Principles
1. Instruction will be more effective if all three
primary performance forms (remember, use,
generality) are present.
2. Primary forms can be presented by either an
explanatory or inquisitory learning strategy
3. The sequence of primary forms is not critical
provided they are all present.
4. Students should be given control over the
number of instances or practice items they
receive.
LEARNING
CONTENT
PERFORMANCE
facts,
concepts,
procedures,
and principles
remembering,
using,
finding
Mode of
Presentation
Primary
Secondary
Rules
Examples
Recall
Practice
Prerequisites
Objectives
Helps
Mnemonics
Feedback
CDT Content-Performance Matrix
Component
Fact
Concept
Procedure
Principle
Remember(ing)
Remember
the
characteristi
cs
Remember the
definition
Remember the
stages/steps
Remember the
guidelines
Use(ing)
Use the
characteristi
cs
Use the
definition
Use/apply the
stages/steps
Use the
guidelines
Find(ing)
Find the
characteristi
cs
Find/state the
definition
Look/evaluate
Find/explain the
the stages/steps guidelines
ARCS MODEL
It is important to
motivate the
learners, and
ensure the
continuity of
the motivation
during the
instruction.
ATTENTION
Perceptual Arousal
Inquiry Arousal
Variability
SATISFACTION
Intrinsic
Reinforcement
Extrinsic Reward
Equity
MOTIVATION IN
THE LEARNING
PROCESS
CONFIDENCE
Learning
Requirements
Success
Opportunities
Personal Contro
RELEVANCE
Goal Orientation
Motive Matching
Familiarity
Situation
Learning
Theory
• every human thought is adapted to the environment, that
is, situated, because what people perceive, how they
conceive of their activity, and what they physically do
develop together
Situated Learning
Knowledge
Presentation in
Authentic
Context
Legitimate
Peripheral
Participation
Activity
Culture
Context
Application
Community of
Practice
Beliefs and
Behavior (Social
Interaction and
Collaboration
Sociocultural
Theory
Children are entrenched in different sociocultural contexts and
their cognitive development is advanced through social interaction
with more skilled individuals.
Cognitive
Development
Culture
“through
others we
become
ourselves”
Society
community plays
a central role in
the process of
"making
meaning”
Learning
precedes
development
Learner
Social
Interaction
MKO
Don’t Know
Language
ZPD
Learner
You Do Know
Do
know
Scaffolding
Learning is to construct knowledge individually and/or socially based on
learners’ interpretations of experiences in the world.
Knowledge
Construction
Educational
Technologies
Context
D. H. Jonassen’s Instructional Design
Theory (Associate Learning Theory )
Instructional
Activities
Modelling
Coaching
Related Cases
Cognitive Tools
Information
Resources
Conversation/
Collaboration
Tools
Scaffolding
Representation Problem
Manipulation
Methods
Social/Contextual
Support
Constructivist Learning Environments (CLEs)
A constructivist design process should be concerned with designing environments which support
the construction of knowledge (Meaning making).
ADDIE MODEL
ANALYSIS
A
FORMATIVE
SUMMATIVE
EVALUATE
IMPLEMENT
I
EVALUATE
E
EVALUATE
VALIDITY
FUNCTIONALITY
USABILITY
REPLICABILITY
NEEDS
TASKS
PERFORMANCE
GOALS
GAPS
D
DEVELOP
EVALUATE
D
DESIGN
COMPETENCIES
OBJECTIVE
DELIVERY FORMAT
ACTIVITIES/EXERCISES
BLUEPRINT
CREATION OF THE
MATERIAL
PILOT TESTING
BUILD
SUCCESSIVE APROXIMATION MODEL (SAM 1)
Situation
Success
Need
Success
Needs
Goals
Effectiveness
improvement
Gaps
START
Further Revision
Prepare/Make
of the
prototype
Revise
the
the
Prototype
Production
of
prototype
Implement
more copies
EVALUATE
DEVELOP
END
DESIGN
ITERATION III
Sketch new
alternatives
Revise or
Refine
pervious
Refine
ideas
Successive Approximation Model (SAM 2)
Prototype
Information
Gathering
Preparation Phase
Design
Savvy
Start
Project
Planning
Iterative Design
Phase
Review
Develop
Additional
Design
Design
Proof
Evaluate
Alpha
Iterative
Development Phase
Beta
ROLLOUT
Background
Implement
Gold
DICK AND CAREY MODEL
Conduct
Instructional
Analysis
Conduct
Instructional
Analysis
Identify
Instructional
Goal
Write
Performance
Objectives
Identify
Entry
Behaviors
Develop
Criterion
Referenced
Tests
Develop
Instruction
Strategy
Develop and
Select
Instructional
Materials
Develop and
Conduct
Formative
Evaluation
Develop and
Conduct
Summative
Evaluation
ASSURE MODEL
ANALYSE LEARNERS
What works?
What doesn’t?
How do
teachers
ensure
participation?
EVALUATE AND
REVISE
REQUIRE LEARNER
PARTICIPATION
Who is the
learner?
A
S
E
STATE OBJECTIVES
ASSURE
MODEL
R
S
U
UTILIZE MEDIA,
MATERIALS
SELECT METHODS,
MEDIA, MATERIALS
How do
teachers use
the
materials?
What do
students
need to
learn?
What do
teachers
need to use
for teaching?
Hannafin & Peck Model
 Learner’s
characteristics
 Prior Knowledge
 Objectives
 Desired Behavior
Change
 Learning Gaps
PHASE 1.
NEEDS ASSESSMENT
Objectives
Content
Activities
Materials needed
Methods
Shape and Structure,
Learning theories
 Media and technology






PHASE 2.
DESIGN
 Production
 Implementation
PHASE 3.
DEVELOP/IMPLEMENT
START
EVALUATION AND REVISION
References
• Dick and Carey Model. Retrieved from http://www.instructionaldesign.org/models/dick_carey_model/
• The Dick and Carey Model – 1978. Retrieved from
http://www.nwlink.com/~donclark/history_isd/carey.html
• Pappas, C. (2015). 9 Steps To Apply The Dick And Carey Model In eLearning. Retrieved from
https://elearningindustry.com/9-steps-to-apply-the-dick-and-carey-model-in-elearning
• Systems Approach Model for Designing Instruction (Dick & Carey). Novita Training. 1-773-590-3636
info@novitaunique.com www.novitatraining.com
• Dick, W. (2012). The Dick and Carey Model: Will It Survive the Decade?. Educational Technology Research
and Development, Vol. 44, No. 3 (1996), pp. 55-63. Springer Stable. http://www.jstor.org/stable/30221035 .
• Isman, A., Caglar, M., Dabaj, F., Ersozlu, H. (2005). A NEW MODEL FOR THE WORLD OF INSTRUCTIONAL
DESIGN: A NEW MODEL. The Turkish Online Journal of Educational Technology – TOJET July 2005 ISSN: 13036521 volume 4 Issue 3 Article 6
• Pappas, C. (2016)Applying The Hannafin-Peck Model In eLearning .
https://www.efrontlearning.com/blog/2016/03/applying-the-hannafin-peck-model-in-elearning.html