A qualitative analysis and comparison of the two contemporary models of instructional design

Abstract

This study aims to qualitatively investigate the degree of correspondence between the generic instructional design model that is shortly called ADDIE and two other contemporary models of instructional design, FutureU and Işman Instructional Design Models. ADDIE is considered to be the ancestor of contemporary models of instructional design and it is thus believed to be reflected to certain degrees in the following models of instructional design. In short, this study aims to examine similarities and differences between the generic model and its two follower models by examining similarities and differences. These qualitative comparisons were centered upon the two main themes that were derived in respect to the basic principles of instructional design. The two main qualitative themes and thus the examination criteria for the study included a) what ADDIE components were included and how they were reflected and b) what structural characteristics these two models exhibit. The results showed that the two models represent a considerable number of similarities to the generic ADDIE model and the differences were only on the varied applications or adaptations of the firmly established dimensions already offered by the ADDIE model itself. Keywords: Addie model; instructional design; curriculum development; futureu instructional design model; işman instructional design model. IntroductionSmith and Ragan (2005, p. 4) define Instructional Design (ID) as "the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources and evaluation". It may shortly refer to "a conceptual model for developing instruction" (Magliaro & Shambaugh, 2006, p. 83) and it is typically based on the generic ADDIE Model which is composed of five stages: analysis, design, development, implementation and evaluation (see Appendix A). As Molenda (2003) puts forth ADDIE appears not to have a sole author, but it has evolved and disseminated through word-of-mouth tradition. It is a generic model, that is, an umbrella term from which the following models have drawn their underlying structures and their main components (Morrison, Ross & Kemp, 2004). Thus, the current models were based on this model and varied or expanded some of its parts (Piskurich, 2006). Such contemporary and popular models include the Dick & Carey ID Model (Dick & Carey, 1990), Kemp ID Model (Kemp, 1977) and Gagné's Nine Events of Instruction ID Model (Gagne, 1985) from the international literature. Likewise, some national ID attempts utilizing the components suggested by the generic model have been also performed by several Turkish researchers (Fer, 2009;Kabadayı, 2001;Köksal, 2009). Based on our assumption that the generic ADDIE Model should be reflected on the future ID models, we attempted to investigate the two recent models (FutureU and Isman ID Models) by making comparisons to the generic ADDIE Model. For the purpose of this paper, we sought to analyze the two instructional ...

What Models are Instructional Designers Using Today?

“…Rigidity can contribute to conflict between designer and subject matter experts (Tate, 2017). In an updated investigation of popular instructional design models, Mutlu (2016) asserts that much of current instructional design practice fits within the broad umbrella of ADDIE. The ADDIE model originates among the models included in Andrews andGoodson (1980), specifically, Branson (1975).…”

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“…The ADDIE model originates among the models included in Andrews andGoodson (1980), specifically, Branson (1975). While the nature of Mutlu's (2016) investigation suggests some consolidation of models used in practice, and even alignment with a shared guiding process (i.e., ADDIE), the need for a more comprehensive analysis, encompassing more models, is also acknowledged. At the heart of Mutlu's findings is the observation that while "developmental attempts of instructional designers will result in different variations of…models" (p. 6159), some similarities are inevitable.…”

How External Instructional Design Consultants Do Their Work: A Case Study

“…As suggested by Mutlu (2016), many instructional design practices and models can be mapped back to the ADDIE framework (see Table 1). A comparison of the elements of ADDIE and the more recent rapid prototyping, agile, and design thinking models appears to confirm this pattern.…”