Instructional Model Comparison 1

Jeff Steele
Dr. Kevin Pyatt
EDUC 533: Instructional Systems Design
July 6, 2009
Instructional Model Comparison
Like many higher education instructors, I entered the profession adequately
knowledgeable in my trade, but woefully lacked experience or training as an educator. I did not
understand that much thought and research has gone into studying the various ways that
individuals learn. Studying various instructional design models and instructional strategies has
opened my eyes to exploring the many possibilities available to strengthen my skills as an
educator.
Models vs. Instructional Strategies
Although they work in tandem, there is a difference between an instructional system
design (ISD) model and an instructional strategy. The instructional design model should be
viewed as blueprint, whereas instructional strategy is designed to work within that blueprint.
Working within a blueprint, however, requires that a design be flexible and adaptable to make
sure that the intended outcomes are reached.
An instructional system designs model analyzes the needs of the learner in relation to the
goals, or outcomes, of instruction. There are a wide variety of theories available to the educator
to use as a guide in approaching course planning, lesson plans, or even individual instruction.
Most of these are based on the ADDIE (Analysis, Design, Development, Implementation, and
Evaluation) model, one of the most basic instructional systems designs. ISDs are designed to
maximize the effectiveness of the students learning experience, based on objectives and
Instructional Model Comparison 2

outcomes (Wikipedia). For this comparison project, I have chosen two unique models: Wiggins
and McTighes Backwards Design Model, and Heinich, Molenda, Russell, and Smaldinos
ASSURE model.
Instructional strategies, on the other hand, consist of plans and activities designed to
provide knowledge and enhance the skills of the students. These are outcomes based strategies
determined by student needs. They are much less broad in scope, working primarily within the
confines of the ISD. Their primary purpose is to provide a basis for the delivery of instruction
(Saskatoon Public Schools). For a comparison, we will analyze the similarities and differences
between problem-based learning and role-playing.

Model Comparison: Backwards Design vs. ASSURE

Backward Design Stages Action steps to refocus the conversation
and re-vision an ELA program.

Stage 1: Identify Desired Results
What enduring understandings are desired?
What should students know, understand, and be able to
do?
What is worth understanding?




Stage 2: Determine Acceptable
Evidence of Learning
How will we know if students have achieved the desired
results and met the standards? What will we accept as
evidence of student understanding and proficiency?




Stage 3: Design Learning Experiences
& Instruction



















__Set the vision. Focus on the big ideas.
__Create a shared vision.
__Departmental activities to focus on:
__Enduring Understandings
__Standards (national, state, district)
__Essential Questions





__Determine how students demonstrate
their knowledge.
__Focus on assessment before designing
the learning activities.
__Expand the assessment continuum.



__Plan instructional activities.
__Share best practice.
__Build in collaboration.
__Ensure success for all learners.
Instructional Model Comparison 3


In the Backward Design model, Wiggins and McTighe have developed an interesting approach
that essentially works from back to front. The assessment stage, typically one of the last stages
in many models, is the starting point. In short, learning experiences should be planned with the
final assessment in mind. (ARPS)
In contrast, the ASSURE model instructs the educator to:










ASSURE is designed to for instructors to design and develop the most appropriate learning
environment for their student, via lesson plans. In addition, the ASSURE model incorporates
Robert Gagnes events of instruction to assure effective use of media in instruction. (Heinich)



Analyze learners
State objectives
Select instructional methods, media, and materials
Utilize media and materials
Require learner participation
Evaluate and revise


Instructional Model Comparison 4



Backwards Design ASSURE
A
In this model, the initial analysis is of the desired
end results, as opposed to the problem requiring
a solution
Both begin with Analysis as the first step
D
Design is the final step, or step 3, in backwards
design
Design in the third of 6 steps, whereas the
instructional methods, media and material are
selected
D
Development is part of stage 3, designed to ensure
success for all learners
This method does not imply this step directly,
but one could easily place it in the select
category
I
Implementation is not directly addressed in this Implementation would be categorized in the
Utilize section of this model
E
Evaluation of results is addressed in stage 2, while
desired results are addressed in stage 1 in this
model
As with ADDIE, evaluation is the final step
(along with revision), in this model

As demonstrated by the above graph, both models have very similar characteristics to the
ADDIE model, but are also unique from each other, in that each begins at the opposite end of the
ADDIE spectrum. The side by side comparison also demonstrates that the ASSURE model is
much more in line with all the steps of ADDIE, whereas the Backwards Design model does not
directly address implementation. According to the ADDIE model, implementation can take
place in the form of field-testing (during the initial design of the course), or in the launching of
the course (post-design stage). In addition, according to ADDIE, evaluation consists of five
steps that assess materials, process, learner reactions, learner achievements, and instructional
consequences (Gagne, Wager, Golas, & Keller, 2005). The Backwards Design model only
addresses the learner achievement element of evaluation.
In my opinion, the Backward Design model would be the least successful in addressing
most instructional problems. By its very nature, it is designed to promote teaching to the test
(certainly a hot-button topic in todays educational climate!) (Instructional Design.org).To be
Instructional Model Comparison 5

fair, however, if teaching to the test is the desired outcome, than this approach would have a
definite advantage. As with any of the ISD models, choosing which one to use is ultimately
rooted in ones beliefs in the role of the educator in relation to the desired outcomes of the
institution.
Strategy Comparison: Problem-based learning vs. Role-playing
Developed by McMasters University, problem based learning (PBL) is a theory rooted in
both curriculum and process. The curriculum consists of carefully designed problems that
demand the learner acquire and utilize a higher-level of knowledge and problem solving
strategies. This approach is designed to prepare students to resolve problems or meet challenges
that will be encountered throughout their lives and careers (MCLI). The steps involved in
problem-based learning are illustrated as follows:


Instructional Model Comparison 6

Web-based role playing is based on the concept that people choose to learn because it
will help them achieve a goal. It is based on the principles of dynamic goal-based learning, and
requires hands-on learning within the context of an educational setting where students are
allowed the opportunity to acquire the intended learning outcomes by making mistakes in safe
environments. The four essential ingredients of this learning and teaching design are goal-based
learning, role-play, online web-based communication and collaboration, and the traditional
lectures and tutorials (Ip, Linser, & Naidu).
Comparison
criteria
Problem-based
learning
Role-playing
Student centered or
instructor
centered?
In problem-based learning, the
traditional teacher and student roles
change. The students assume
increasing responsibility for their
learning, giving them more
motivation and more feelings of
accomplishment, setting the pattern
for them to become successful life-
long learners. The faculty, in turn,
become resources, tutors, and
evaluators, guiding the students in
their problem solving efforts.
The lecturer or tutor, acting as
creator or moderator, sets up a
participant list, groups the
participants into different Worlds
and then, assigns participants
(either in small groups or as
individuals) different roles.
Participants play the simulation as
the assigned roles. The real identity
of each participant can remain
anonymous throughout the
simulation.
Fun factor
The problem is meant to engage
the student as an active participant
in the learning process. The
problem serves as a focal point for
knowledge acquisition and
application and drives the
instruction. PBL problems are not
simple exercises to illuminate one
particular concept. Since the
problems have more than one
correct solution, students are not
judged on how well their answers
match an expert's, but on the
viability of the solution.
Playing a role with numerous
possibilities and alternative worlds
can equate to playing to "have
fun". Incorporates the use of the
world-wide web.
Instructional Model Comparison 7

Outcomes
Students involved in problem-
based learning acquire knowledge
and become proficient in problem
solving, self-directed learning, and
team participation. Studies show
that PBL prepares students as well
as traditional methods. PBL
students do as well as their
counterparts from traditional
classrooms on national exams, but
are in fact better practitioners of
their professions.
Firstly, it has brought students to
the center of the learning process
rather than putting them in passive
and receptive role. Secondly, it has
transformed the way students and
teachers carry out research by
emphasizing communication and
collaboration rather than individual
activity. Thirdly it has allowed for
flexibility in the delivery of
material in terms of the number of
participants, the timing and spatial
location of the teaching and
learning process. And fourthly, it
has taught everyone new skills and
competencies, not only about
teaching and learning but
communication and collaboration.
Sources: (Ip, Linser, & Naidu); (MCLI)
As demonstrated, both of these goal-oriented strategies incorporate a student-based
learning environment which encourages a higher order level of cognitive skills as well as
provides a fun and safe learning environment. In addition, both models both encourage and
require a higher level of cooperation among the participants.
Conclusion
An educator has a large variety of models and strategies to explore and implement in the
classroom setting. Although each model and strategy may have a unique approach or provision,
they all share one hope in common: to provide the necessary framework to improve the learning
process. As an educator, I believe it is important to not look to any one model or instructional
strategy, but rather, to find something in each one that I can apply to my particular environment.




Instructional Model Comparison 8

Works Cited

ARPS. (n.d.). Backwards Design 101. Retrieved June 30, 2009, from arps.org:
http://www.arps.org/users/ms/coaches/backward%20design%20101.htm

Gagne, R. M., Wager, W. M., Golas, K. C., & Keller, J. M. (2005). Principles of instructional
design. Belmont: Wadsworth.

Heinich, M. R. (n.d.). unca.edu. Retrieved June 30, 2009, from The ASSURE model:
http://www.unca.edu/education/edtech/techcourse/assure.htm

Instructional Design.org. (n.d.). Backward Design. Retrieved June 30, 2009, from
instructionaldesign.org: http://www.instructionaldesign.org/models/backward_design.html

Ip, A., Linser, R., & Naidu, S. (n.d.). Simulated Worlds: Rapid Generation of Web-Based Role
Play. Retrieved June 30, 2009, from ausweb.scu.edu:
http://ausweb.scu.edu.au/aw01/papers/refereed/ip/paper.html

MCLI. (n.d.). Problem-based Learning. Retrieved June 30, 2009, from Maricopa Center for
Learning and Instruction: http://www.mcli.dist.maricopa.edu/pbl/info.html

Saskatoon Public Schools. (n.d.). Instructional Strategies Online. Retrieved June 30, 2009, from
spsd.ska.ca: http://olc.spsd.sk.ca/de/pd/instr/index.html

Wikipedia. (n.d.). Instructional Systems Design. Retrieved June 30, 2009, from Wikipedia.org:
http://en.wikipedia.org/wiki/Instructional_design