I can see the use of the ADDIE model (Siemens, 2002) clearly in your

Instructional Plan (IP) but I was also above to identify a variety of
instructional systems design models and apply at least one of them to my
analysis. I can observe some your instructional strategies as being based on
the Dick and Carey Model for Instructional Strategies (Morrison et al. (2004).
The areas that relate in detail the four areas involved in the design process
include: Content Sequencing, Learning (Instructional) Components, Student
Groupings and Selection of Media and Delivery Systems.
The objectives were clearly stated in throughout your I.P and in most cased
they matched the appropriate learning domain(s) which I see coming out of
your project as involving Intellectual Skills and Psychomotor Skills. The
psychomotor domain is clearly identified as involving a sequence of motor
skills which in your units is the actual steps involved using Abode Acrobat
Pro. Each goal was written as a statement which illustrated what action the
learner would demonstrate at the completion of the goal.
The objectives also were at the same level of content and fit within in the
context of the terminal objective. The written objectives were able to
summarized the tasks to be completed and in what sequence. Again I see
the Dick and Carey methodology coming out here as you were able to define
your objectives and place them in the right context (Dick & Carey, 2001).
You were also able to built in to your course the intent is to relate unfamiliar
information to already existing knowledge. The learner will be in a position
not only to activate prior knowledge on the subject by to acquire and transfer
this new knowledge in their daily work tasks.
The instructional needs of the learner were clearly taken into account when
choosing your instructional and multimedia materials. The choices will be
able to benefit the majority of the learners. The instructional materials
include printed material, audiovisual, and computer-based instruction. There
was a variety of each of these types to include individual use and group
instruction (although your student grouping did not promote group
instruction, it may be necessary for you to have some form of collaboration
within the group). However, it is necessary that you also create and/or
highlight what accommodations can be made for learners as needed e.g.
upgrading to the software.
The instructional strategies chosen should also include small group, large
group, and individual activities. These strategies should be developed to
meet the needs of the learners and to fit within the goals of the course as
well as the particular organizations you are providing training for. In this
respect the MRK model would be appropriate as it represents an adaptive
model as compared to the ADDIE model (Morrison et al. (2004).

. The group heterogeneity. New York. The instruction appears to be done in manageable chunks of time with the right amount of instructional material to be covered. Retrieved June 16. it should also involve deciding what role the students and instructors would play in the process since your delivery appears to be face-to-face and selfpaced. & Carey. NY: HarperCollins Publishers Inc. Since you appear to be taking the learners away from the work place. The fact that there is a wide variety of educational backgrounds and preferences for learning. This includes the attitude towards the content. However. References ARC’s Model: John Keller. In reviewing your motivational strategies for the target learners. and entry behaviors. Your Analysis Document shows that the motivation of the learners may mainly based on the fact these skills are required for the performance of their job. 2006). and training organization. L. Confidence and Satisfaction (Keller.kn. In discussing your location and training environment. task. The learner characteristics for the course sessions were broken down into areas of educational and ability levels. Relevance. you should consider allowing for a training environment which closely matches the working situation. This provided a clear picture of who the learner is and what they bring to the training as far as experience and skills.pacbell.You were able to design the instruction to fit the goals and objectives of the course. The learners would need to practice the skills and be able to transfer them into the work environment. size. prior knowledge of the topic area. potential delivery system. it was noted that those selections were up to the facilitator. The systematic design of instruction (5th ed.). The information is very relevant but their attention may stray due to the social nature of the training sessions – so again – consideration must be taken into account as it relates to selecting the most appropriate training environment. and overall impression plays a role in how the group will interact and what issues may arise (Satisfaction). the training will need to appeal to many types of learners (Relevance). The attitude of the learners plays a large part in decisions made for the implementation of the instructional strategies. W.com/wired/vidconf/instruct.html Dick. and learning situation I will use the ARCS model and discus the four areas of Attention. 2010 from http://www. (2001).

Siemens. G. S. J.. New York. R. E. (2002).Ertmer.).elearnspace. The instructional design process. Upper Saddle River. Morrison.org/Articles/InstructionalDesign. Morrison. Retrieved from http://www. D.. Designing effective instruction. (1985). New York: Harper & Row. G..P. & Kemp. Ross.).. Designing effective instruction (5th ed. New Jersey: Merrill Prentice Hall. San Francisco: John Wiley and Sons. & Quinn. Inc. E. (2003). Kemp. The ID Casebook: Case Studies in Instructional Design (2nd ed. NY: John Wiley & Sons Inc. M. J. J. Ross. M. Instructional design in elearning. S. R. (2004). 4th edition. G.htm . E. (2007). & Kemp.