Is there a Successful ID Model? A Practitioner's Perspective on Working with Models in Designing e-LearningEnvironments
The same could be true of teachers whoembark on design activities for repurposingtheir classroom materials, textbooks andother presentation to develop effectiveelearning modules for their institutions. Theyeither learn design theory or rely on theirexperience and learning from similarprojects. A case in point could be theManagement and Engineering Onlinecourses developed by the University faculty.I generally base all my design decisions onthree important variables: the context, thecontent and the learners. This helps me inputting together all the pieces of the puzzleand viewing the whole picture. It also givesme scope to study the dependenciesbetween these variables and strive for abalance in the form of sound instructionalstrategies that can optimise
ofthe content. Though, eventually, I mayrealize that I was subconsciously following amodel or a framework as a point ofreference. It helped me in planning,scheduling and organizing my activities,evolve a process and eventually validate thedeliverables against the benchmarks.
Instructional Design Models
One of the most popular models inInstructional Design is the ADDIE model.This is an acronym for
Analyse, Design,Develop, Implement and Evaluate.
This isan iterative instructional design process,where the results of formative evaluation ofeach phase may lead you back to theprevious phase. The outcome of one phaseis the starting point (input) for the nextphase. This model is quite similar to thesoftware development models and otherprogram design models.
the first phase of this model seeksto answer the ‘What’ aspects of learning. Iprefer to use the term ‘pre-design’ todescribe this phase. During this phase wedefine the problem, identify the learningissues and knowledge gaps that indicate keyareas for learner improvement. We identifythe causes, work out probable solution; thisis more like a research phase and it involvesstages like needs analysis, task analysis,context analysis and so on. It is quite similarto the requirements gathering phase ofprogram development where we are tryingto understand the big picture of where theprogram fits in, what problems it can solve.The output of Analysis phase helps us indeveloping a strategy for learning. The
phase seeks answers to various‘How’ aspects of the course .Theinstructional strategy thus evolved, providesa detailed outline of how learning goals canbe determined and accomplished effectively.Typically this phase involves detaileddocumentation of learner, content andcontext. A listing of objectives and selectingof delivery systems also forms a part of thisstage. The process would be incomplete ifwe mention the structuring, chunking andsequencing activities carried out with thehelp of SMEs.A more significant element at this stage isthe strategy formulation for effective deliveryof content. Here, we explore several optionsto enhance the instructional value of thecontent by creating prototypes and proof ofconcepts to showcase the execution of thestrategy.Next we move to the Development or theProduction phase. In fact this is a verycrucial stage that can affect the entireproject schedule. It involves the actualproduction of modules, lessons,assessment, audio components,simulations, and all other assets thatconstitute the course material. It alsoincludes post-production activities such asreviews and editorial tasks. This is the stagewhere team dynamics are operationalized.To a great extent, successful execution oflearning strategy depends on implementingsmart and lean ways of production.Storyboarding, production of visualelements, content review and testing andfeedback incorporation are some of thecrucial activities carried out at this stage.
ELELTECH INDIA 2005