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
outcomes (Wikipedia). For this comparison project, I have chosen two unique models: Wiggins

Instructional Model Comparison 2

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

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?

Action steps to refocus the conversation

and re-vision an ELA program.

__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.

Stage 3: Design Learning Experiences

& Instruction
__Plan instructional activities.
__Share best practice.
__Build in collaboration.
__Ensure success for all learners.

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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:

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

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)

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Backwards Design
A

In this model, the initial analysis is of the

desired end results, as opposed to the
problem requiring a solution
Design is the final step, or step 3, in
backwards design

Development is part of stage 3, designed to

ensure success for all learners

Implementation is not directly addressed in

this

Evaluation of results is addressed in stage 2,

while desired results are addressed in stage 1
in this model

ASSURE
Both begin with Analysis as the first step
Design in the third of 6 steps, whereas the
instructional methods, media and material
are selected
This method does not imply this step
directly, but one could easily place it in the
select category
Implementation would be categorized in
the Utilize section of 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
fair, however, if teaching to the test is the desired outcome, than this approach would have a

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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:

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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 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

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.
Playing a role with numerous
possibilities and alternative
worlds can equate to playing to
"have fun". Incorporates the use
of the world-wide web.

Fun factor

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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.

Outcomes

Students involved in problembased 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

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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.

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

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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