Instructional Design Models

Branch, Robert Maribe; Kopcha, Theodore J.

doi:10.1007/978-1-4614-3185-5_7

Cited by 193 publications

(159 citation statements)

References 13 publications

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“…ADDIE is a framework that can be applied in various settings and work sectors or with different instructionaldesign models. Branch and Merrill (2012) suggest that "creating products using an ADDIE process remains one of today's most effective tools" (p. 9). Allen and Merrill (2018) believe that while ADDIE is logical and well thought out, it is a meticulously slow process that loses sight of learner experiences.…”

Section: Collaborating Effectively With Stakeholders Subject-matter mentioning

confidence: 99%

Competencies for Instructional Designers: A View from Employers

Kelly¹

2018

Perf Improvement Qrtly

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Instructional designers should have a variety of skills to perform their job to expected standards. This study was conducted to identify the competencies for designers from the employers' point of view. To do so, 393 job announcements were analyzed to determine the most frequently listed competencies. In addition, 20 instructional‐design (ID) project managers were interviewed to determine the most important competencies from their point of view. Findings revealed that collaborating effectively with stakeholders and being subject‐matter experts and teammates were the most frequently cited skills. Ability to utilize ADDIE procedures was the most frequently listed skill in the instructional design category, and knowledge and experience with e‐learning–authoring software was the most frequently listed competency in the instructional technology category. Announcements for jobs in business and industry, consulting, and health care included more skills related to instructional design, while those in the higher‐education sector included additional competencies in instructional technology.

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Section: Collaborating Effectively With Stakeholders Subject-matter mentioning

confidence: 99%

Competencies for Instructional Designers: A View from Employers

Kelly¹

2018

Perf Improvement Qrtly

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“…However, even though it seems that ID models represent a single linear process, Verstegen, Barnard, and Pilot () state that instructional designers must consider different kinds of constraints and limitations to respond appropriately to the contexts in which they work. In other words, instructional designers should make decisions based on the constraints in their particular settings (Gibbons, Boling, & Smith, ; Schwier, Campbell, & Kenny, ) rather than just following the steps of a model (Branch & Kopcha, ). Spector () also emphasizes that communication and interaction between the key stakeholders takes a great deal of effort during the design of instructional materials, a factor not included in ID models (e.g., Morrison, Ross, Kalman, & Kemp, ).…”

Section: Review Of Literaturementioning

confidence: 99%

Judgment and Instructional Design: How ID Practitioners Work In Practice

Gray¹,

Dagli²,

Demiral-Uzan³

et al. 2015

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In this study, we address the relative lack of rigorous research on instructional design (ID) practice via an exploratory study in which pairs of researchers observed design judgments made by eight practicing instructional designers in two consulting environments as they went about their normal work activities. In our analysis, we sought to characterize their practice on its own terms, rather than through superimposition of existing ID models or frameworks. A nonprescriptive, philosophical framework of design judgment by Nelson and Stolterman (2012) was operationalized and used to frame two phases of analysis: identifying and coding design judgments and creating holistic summaries of the observed practice. We found that design judgments occur quite frequently throughout design, often in clustered or layered ways, rather than in “pure” forms. These judgments appeared to be shaped by factors unique to the firm, the role or position of the designer, and project, client, or other external factors.

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“…This model has a complete description, systematic, simple, easy to understand and involves experts' assessment (Wills, 2009;Branch & Merrill, 2012). Stages of development on this study is presented in Figure 1.…”

Section: Methodsmentioning

confidence: 99%

Development of Learning Material of Biotechnology Topic Based on STEAM-LW Approach for Secondary School in Coastal Area

2017

International Journal of Humanities, Social Sciences and Educat

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Instructional Design Models

Cited by 193 publications

References 13 publications

Competencies for Instructional Designers: A View from Employers

Competencies for Instructional Designers: A View from Employers

Judgment and Instructional Design: How ID Practitioners Work In Practice

Development of Learning Material of Biotechnology Topic Based on STEAM-LW Approach for Secondary School in Coastal Area

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