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Head: INSTRUCTIONAL DESIGN MODELS IN DISTANCE LEARNING A Comparison of Instructional Design Models in Distance Learning Linda A. Cook Texas Tech University

INSTRUCITONAL DESIGN MODELS IN DISTANCE LEARNING Abstract Effective implementation of distance learning requires prior planning for optimal

instructional design. Two different approaches to instructional design are compared as well as the approach preferred by the author of this paper. A previously taught course is re- designed using the Unit-Module-Topic approach and instructional strategies are planned in order to optimize learning within the course.

INSTRUCITONAL DESIGN MODELS IN DISTANCE LEARNING A Comparison of Instructional Design Models in Distance Learning

Instructional design is a critical component of instructional effectiveness. When the

instruction is delivered from a distance rather than face-to-face, intentionality of design is even more critical. Because the instructor will not be present during the learning process to address any misconceptions, provide interventions, or answer questions as they arise, pre- planning of the learning experiences is essential in order to anticipate learners needs and provide appropriate content interaction and support. Prior planning and intentionality of learning design focuses instruction, instructional strategies, learning experiences and assessments toward the development of learning outcomes and the achievement of learning goals. Without prior planning, online instruction is less likely to result in learning. Part 1 Comparison of Two Instructional Design Models One model of instructional design is the Dick and Carey model (Simonson, Smaldino,

Albright, and Zvacek, 2012). This model includes the following steps: 1. Identification of instructional goals 2. Instructional analysis of goals 3. Analysis of what learners already know 4. Identification of performance objectives 5. Development of assessment instruments 6. Development of instructional strategies 7. Preparation of instructional materials 8. Formative evaluation of instruction 9. Revising of instruction 10. Summative evaluation

INSTRUCITONAL DESIGN MODELS IN DISTANCE LEARNING

This model represents the thinking and prior planning involved in instructional design. An extension of this model is the Unit-Module-Topic approach to instructional design (Simonson, Smaldino, Albright, and Zvacek, 2012). This approach can be utilized in a linear fashion, a branching design, a hypercontent design, or a learner-directed design depending upon the level of flexibility allowed as learners work through the units, modules and topics. Another way of approaching instructional design is the ADDIE approach (McGriff,

2000). The steps within this approach include: 1. Analyzing what is to be learned by whom. This step considers the needs of learners, the instructional strategies to be used, the learning goals or targets and the learning environment. 2. Designing how the content and skills are to be learned. This includes pedagogy, media, activities and skills development. 3. Developing learning materials. This step includes planning for individual as well as collaborative work. 4. Implementing the planned instruction or project with students. This step includes pre-planned opportunities to give and receive feedback. 5. Evaluating the effectiveness of instruction. Both the ADDIE and the Dick and Carey models of instructional design include intentionality and the importance of pre-thinking the learning goals and planned outcomes prior to designing instruction. Both models also include the importance of knowing the learners and their background understandings. Both include evaluation of the effectiveness of instruction. The Dick and Carey model includes the development of assessment instruments prior to the design of instructional strategies. This appears to be a

INSTRUCITONAL DESIGN MODELS IN DISTANCE LEARNING weakness in the ADDIE model. Although evaluation of the effectiveness of instruction is

included in both models, the prior development of assessment instruments is not evident in the ADDIE model. My personal preference in designing instruction is a combination of the Understanding by Design (UbD) (Wiggins & McTighe, 2005) and Designing for Learning (DfL)(Cagnon & Collay, 2000) approaches. Combining these two ideas ensures that intended learning goals, conceptual understandings, and transfer of learning as well as student-centered constructivist approaches, grouping strategies and learning environment are all considered in the intentional design of learning experiences. In designing distance as well as face-to-face instruction, prior consideration of these aspects is critical. In designing face-to-face instruction with synchronous communication through collaborative grouping, the intentional planning of content interaction is less important a consideration. With distance learning, especially when much of the communication will be asynchronous, a more specific content interaction plan is needed. Of the two approaches compared, the Dick and Carey model with the flow of Unit-Module-Topic best aligns with the UbD and DfL processes. Part 2 Redesigning a Course Using the Unit-Module-Topic Approach For three semesters I taught a course called Project Based Instruction as a part of

the U-Teach program at the University of Texas at Dallas. The course includes three major projects: the development and implementation of a 3-day problem-based lesson taught at area high schools, writing of a grant application which includes a review of literature in support of project based instruction, and the development of a detailed 2-week instructional design plan for a project-based lesson in secondary math or science. Applying

INSTRUCITONAL DESIGN MODELS IN DISTANCE LEARNING the Unit-Module-Topic (Simonson, Smaldino, Albright, and Zvacek, 2012) approach to the course could result in the following structure. Course: Project Based Instruction Unit 1: Teaching a 3-Day Problem-Based Lesson Module 1: What is PBL? Topic 1: What PBL is and is not Topic 2: Why PBL? Topic 3: Learning Outcomes of PBL

Module 2: Problem-Based vs. Project-Based Topic 1: Steps/Flow Topic 2: Scope Topic 3: Final Products/Examples Topic 4: Classroom Observations

Module 3: Problem-Based Lesson Design Topic 1: Knowing the Learners Topic 2: Entry Event Topic 3: Knows and Need to Knows Topic 4: Scaffolding the Learning Topic 5: Workshops Topic 6: Ongoing Assessment Topic 7: Final Products Topic 8: Classroom Management in a PBL Environment Topic 9: Reflections

INSTRUCITONAL DESIGN MODELS IN DISTANCE LEARNING Unit 2: Supporting PBL/Grant Application Module 1: What Does the Research Say About the Benefits of PBL? Topic 1: Review of Literature Topic 2: Data-based Evidence

Module 2: How to Write a Grant Application Topic 1: Audience/Mission/Vision Topic 2: Purpose Topic 3: Funding needed Topic 4: Evaluation of Effectiveness Topic 5: Sharing of results

Module 3: Resources to fund Topic 1: Needs Assessment Topic 2: Proposed Budget Topic 3: Rationale

Module 4: Writing the Grant Application Paper Topic 1: APA Formatting Topic 2: Argumentation based on Evidence Topic 3: Application of the rubric

Unit 3: Designing the 2-Week Project Based Unit Module 1: Beginning with the End in Mind Topic 1: Understanding by Design Topic 2: Constructivist Lesson Design Topic 3: Concept Mapping/Prior and Future Learning Connections

INSTRUCITONAL DESIGN MODELS IN DISTANCE LEARNING Module 2: The flow of the PBL Design Process Topic 1: Planning the final product and rubric Topic 2: Planning the Ongoing Assessments Topic 3: Planning the Anchor Video and Project Launch Topic 4: Scaffolding for Understanding Topic 5: Interventions and Extensions to Meet the Needs of Learners Topic 6: Putting the Pieces Together

Module 3: Planning for the Presentation Event Topic 1: Community Connections Topic 2: Assessment of Future Ready Outcomes Part 3 Instructional Strategies Within the PBI Course

In re-designing the Project Based Instruction (PBI) course with unlimited access to

field experiences, communication tools and technologies, some critical components to include are: 1. Site visits to effective PBL schools with observations of all aspects of the learning environment as well as the various stages of the PBL process 2. Video clips that capture different aspects of the PBL process as well as interviews with teachers, students and parents within PBL schools 3. Synchronous communication with teachers currently planning effective PBL instruction 4. Asynchronous communication with classmates to discuss the literature and to make meaning about the benefits and risks of PBL 5. Video equipment and sound studios for the development of anchor videos

INSTRUCITONAL DESIGN MODELS IN DISTANCE LEARNING 6. Support personnel who can assist with the development and editing of anchor videos 7. Concept mapping software 8. Observation either virtually or in person of the Critical Friends process of design review within a PBL school 9. Participation in the Critical Friends protocol to review planned projects

10. Access through Skype or in person to experts in a variety of career fields who might inform project design The most important design strategy to consider in the development if the PBI course is that the course itself models the PBL approach. Students best learn about the benefits of PBL by experiencing this as a learner. The entire course design and delivery would be through a PBL approach. The course would be launched through an anchor video or entry document that introduces the goals and learning outcomes for the course. Although the UMT approach will be utilized in organizing the content, students will be able to apply a hypercontent or learner-directed approach (Simonson, Smaldino, Albright, and Zvacek, 2012) and complete the course tasks in any order. Setting learning goals and designing summative (performance based) assessments prior to planning the course content, instructional strategies, learning experiences, media, and supports needed better ensures that the learning outcomes will be achieved.

INSTRUCITONAL DESIGN MODELS IN DISTANCE LEARNING References Cagnon, G. & Collay, M. (2000). Designing for learning: Six elements in constructivist classrooms. Thousand Oaks, CA: Sage.

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McGriff, S. (2000). Instructional system design (ISD): Using the ADDIE model. Retrieved from http://www.personal.esu.edu/faculty/s/j/sjm256/portfolio/kbase/IDD/ADDIE.pdf Simonson, M., Smaldino, S., Albright, M. & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education, (5th ed.). Boston, MA: Pearson. Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.