Three Instructional
Design Models
Shaun Rosell
EDCI 888
Proseminar II
Kansas State University
Planning, Implementing, Evaluating
The PIE Model
- Newby, Stepich, Lehman, Russell
The PIE Model: About
• Classroom-oriented model
• Focus on classroom instruction
• Supports a learner-centered
environment
• Instruction utilizes
media/technology
The PIE Model: Components
•
•
•
•
Assessment of learner
performance
Use of data to improve
instruction and student
performance
Evaluating
•
•
Planning
Implementing
•
•
•
Specify objectives
Analysis of learner, content, and
setting
Develop instruction
Select technology that supports
effective and motivational
instruction
Prepare instruction, learners, and
environment
Provide instruction
Use of technology to increase the
impact of instruction
The PIE Model: Uses
Appropriate Uses
• Ongoing classroom instruction
• One instructor providing
instruction
• Project-based learning
• Mastery of skills or objectives
as a process
Inappropriate Uses
• Individual training sessions
• Variety of instructors providing
instruction
• Lecture-style instruction
The PIE Model: Sample Application
Lesson: Solving Two-Step Equations
• Planning
• Set objective that students will use inverse operations to solve two-step equations
• Analyze student understanding of inverse operations
• Develop two-step equation instruction with use of technology (e.g., The Khan Academy)
• Implementing
• Prepare and provide two-step equation instruction using technology
• Students watch online videos to learn about two-step equations
• Students practice skills using online practice activities and Computer Adaptive Testing (CAT)
• Evaluating
• Students take an online test on two-step equations
• Data provides information about student performance and need for remediation or enrichment
Front-end system design
The Bates Model
- Tony Bates
The Bates Model: About
• Product-oriented model
• Based on systems approach
• Relies heavily on instructional
design principles
• Emphasis on matching learning
requirements to appropriate
technologies
• Related materials adapted to
individual needs
The Bates Model: Components
Course Outline
Development
- Includes course
development team
- Target audience identified
- Content determined
- Instructional strategies
determined
Selection of Media
- Includes course
development team and
media specialist
- General technology
concerns addressed: cost,
teaching functions, userfriendliness, compatibility
Development /
Production of Materials
- Includes course
development team, media
specialist, senior tutor, and
operations manager
- Copyright clearance
- Printing
- Audio/video production
- Computer-based materials
- Organize materials
Course Delivery
- Includes course
development team,
operations manager, tutors,
library services, exams
officer
- Administration of
materials (i.e., online,
mail)
- Student activities
- Student assessment
- Course evaluation
The Bates Model: Uses
Appropriate Uses
• Distance education
• Individualized instruction
• Environments that do not have
teachers
Inappropriate Uses
• Classroom or just-in-time
learning
• Addressing immediate needs
The Bates Model: Sample Application
Lesson: Installing a Computer Game
• Course Outline Development
• Target audience identified as young adults
• Written instructions and online tutorial determined as instructional strategies
• Selection of Media
• Website to provide access to all instructional materials
• PDF created with Microsoft Word for written instructions
• YouTube video created with Camtasia for online tutorial
• Development / Production of Materials
• Create website with links to PDF and online tutorial
• Create PDF including written instructions
• Produce online tutorial
• Course Delivery
• Target audience views instructions
• Target audience installs computer game
Analysis, Design, Development,
Implementation, Evaluation
The ADDIE Model
- Florida State University
The ADDIE Model: About
• Most common instructional
design model
• Generic process of design used
by instructional designers and
training developers
• Dynamic, flexible template for
creating training, performance
support tools, and training
materials
The ADDIE Model: Components
Analyze.
A
Analysis
Design.
I
Implementation
E
Evaluation
D
Design
Develop.
Implement.
D
Development
Evaluate.
• Identify the instructional problem and create instructional
objectives
• Identify existing learner knowledge, skills, and environment
• Identify and select all learning content (i.e., objectives,
content, assessment instruments)
• Design a blueprint of the instructional event
• Create and assemble the learning activities blueprinted in the
design phase
• Learning content is written and applicable technologies are
integrated
• Training that covers the objectives and curriculum begins
• All learning materials (i.e., books, web tools) are in place
• Formative evaluation delivered in each stage to guide the
instructional process
• Summative evaluation used to assess subject-specific knowledge
and to get user feedback
The ADDIE Model: Uses
Appropriate Uses
• Training sessions
• Entire units of instruction
Inappropriate Uses
• Individual lessons
• Authentic learning
The ADDIE Model: Sample Application
Lesson: Video Editing
• Analysis
• Create specific objectives individuals need to demonstrate (i.e., remove green screen, add music)
• Identify current levels of computer skills related to video editing (i.e., opening and navigating to
files)
• Design
• Identify all necessary instructional materials (i.e., objectives, computers, videos, VideoPad)
• Design a blueprint of instruction (e.g., activities, order of instruction), noting the analysis
• Develop
• Create a tutorial and practice exercises as instructional activities
• Create or select videos, images, and music as instructional materials
• Implement
• Provide students with tutorials and practice exercises (done on VideoPad)
• Evaluate
• Students will create videos that demonstrate mastery of the objectives
• Students will complete surveys regarding quality of instruction
References
ADDIE Model. (2014, February 12). Retrieved March 1, 2014 from
Wikipedia: http://en.wikipedia.org/wiki/ADDIE_Model
Gustafson, K. L., & Branch, R. B. (2002). Survey of instructional
development models (4th ed.). Retrieved from
http://files.eric.ed.gov/fulltext/ED477517.pdf
Instructional Design Central. (n.d.). Instructional design models.
Retrieved from
http://www.instructionaldesigncentral.com/htm/IDC_instruction
aldesignmodels.htm#addie