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?

__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

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?

__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

ASSURE
Both begin with Analysis as the first step

D D I E

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

Evaluation of results is addressed in stage 2, while desired results are addressed in stage 1 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
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 lifelong 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 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.

Role-playing

Student centered or instructor centered?

Fun factor

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.

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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 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.

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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