Instructional Design Models

Kelly Moss
What is Instructional Design?
Lets begin by first stating the meaning of Instructional design as listed in literature.
There are many definitions of Instructional Design. Each are similar, however carry their own
spin on the term. I listed a few that I believe offer an accurate portrayal of the term.
Instructional Design is the practice of creating instructional tools and content to help
facilitate learning most effectively. The process consists broadly of determining the current state
and needs of the learner, defining the end goal of instruction, and creating some !intervention! to
assist in the transition. Ideally the process is informed by pedagogically tested theories of
learning and may ta"e place in student#only, teacher#led or community#based settings. The
outcome of this instruction may be directly observable and scientifically measured or completely
hidden and assumed. There are many instructional design models, but many are based on the
$DDIE model with the phases analysis, design, development, implementation, and evaluation.
$s a field, instructional design is historically and traditionally rooted in cognitive and behavioral
psychology% &Instructional Design' (i"ipedia).
Instructional Design is the systematic development of instructional specifications using
learning and instructional theory to ensure the *uality of instruction. It is the entire process of
analysis of learning needs and goals and the development of a delivery system to meet those
needs. It includes development of instructional materials and activities+ and tryout and evaluation
of all instruction and learner activities% &Definition' ,niversity of Michigan).
It is strategic planning of a course. It is a blueprint that you design and follow. It helps
us connect all the dots to form a clear picture of teaching and learning events% &Instructional
Design' -aleighway).
Moss .
I too have my own perspective on the term Instructional Design. I define Instructional
Design as developing instructional lessons tailored for each individual learner and situation. The
lessons are based on information compiled in various means from the learners to produce
ma/imum results and waste minimum time and resources.
There are more than .00 different instructional models from which to chose, such as the
$DDIE, the Dic" and 1arey, the Kemp, -apid 2rototyping, -obert 3agne4s, etc. 5owever I will
be discussing three within this paper' The $DDIE, Dic" and 1arey, and Morrison, -oss, and
Kemp &also "nown as the Kemp Model).
The ADDIE Model
The $DDIE model is the basic foundation of almost all other ID models. The letters
spelling $DDIE are an acronym representing the five phases of the model. They symboli6e
Analysis, Design, Development, Implementation, and Evaluation. Instructional Designers and
training developers typically use the $DDIE model as a generic process for designing models. It
serves as a fle/ible and dynamic guideline for planning instruction and training. In the $DDIE
Model, each step has an outcome that feeds the subse*uent step.
Analysis Design Development Implementation Evaluation
During the Analysis phase, the designer develops a clear understanding of the !gaps!
between the desired outcomes or behaviors, and the audience7s e/isting "nowledge and s"ills.
The Design phase documents specific learning ob8ectives, assessment instruments, e/ercises, and
content. The Development phase creates the learning materials. The materials are delivered or
distributed to the student group during the Implementation phase. $nd after the delivery, the
effectiveness of the training materials is Evaluated.
Moss 9
The encyclopedia, Wikipedia, best describes the various phases of the ADDIE Model
in greatest detail. tated belo! are Wikipedia"s depictions of the Analysis, Design,
Development, Implementation, and Evaluation phases of the ADDIE Model.
Analysis #hase
In the analysis phase, the instructional problem is clarified, the instructional goals and
ob8ectives are established and the learning environment and learner7s e/isting "nowledge
and s"ills are identified. :elow are some of the *uestions that are addressed during the
analysis phase'
(ho is the audience and what are their characteristics;
Identify the new behavioral outcome.
(hat types of learning constraints e/ist;
(hat are the delivery options;
(hat are the online pedagogical considerations;
(hat are the $dult Learning Theory considerations;
(hat is the timeline for pro8ect completion;
Design #hase
The design phase deals with learning ob8ectives, assessment instruments, e/ercises,
content, sub8ect matter analysis, lesson planning, and media selection. The design phase
should be systematic and specific. Systematic means a logical, orderly method of
identifying, developing and evaluating a set of planned strategies targeted for attaining
the pro8ect7s goals. Specific means each element of the instructional design plan needs to
be e/ecuted with attention to details.
Moss <
These are the steps used for the design phase'
Documentation of the pro8ect7s instructional, visual and technical design strategy
$pply instructional strategies according to the intended behavioral outcomes by
domain &cognitive, affective, and psychomotor).
Design the user interface and user e/perience
2rototype creation
$pply visual design &graphic design)
Development #hase
The development phase is where instructional designers and developers create and
assemble the content assets that were blueprinted in the design phase. In this phase,
storyboards are created, content is written and graphics are designed. If e learning is
involved, programmers wor" to develop and=or integrate technologies. Testers perform
debugging procedures. The pro8ect is reviewed and revised according to any feedbac"
given.
Implementation #hase
During the implementation phase, a procedure for training the facilitators and the learners
is developed. The facilitators7 training should cover the course curriculum, learning
outcomes, method of delivery, and testing procedures. 2reparation of the learners
includes training them on new tools &software or hardware) and student registration.
This is also the phase where the pro8ect manager ensures that the boo"s, hands#on
e*uipment, tools, 1D#->Ms and software are in place, and that the learning application
or website is functional.
Moss ?
Evaluation #hase
The evaluation phase consists of two parts' formative and summative. @ormative
evaluation is present in each stage of the $DDIE process. Aummative evaluation consists
of tests designed for domain specific criterion#related referenced items and providing
opportunities for feedbac" from the users which were identified% &The $DDIE Model'
(i"ipedia).
The $DDIE model has been critici6ed by some as being too systematic, that is, too
linear, too infle/ible, too constraining, and even too time#consuming to implement. $s an
alternative to the systematic approach, there are a variety of systemic design models that
emphasi6e a more holistic, iterative approach to the development of training. -ather than
developing the instruction in phases, the entire development team wor"s together from the start
to rapidly build modules, which can be tested with the student audience, and then revised based
on their feedbac"% &Kruse, 900.).
>ne commonly accepted improvement to this model is the use of rapid prototyping. This
is the idea of receiving continual or formative feedbac" while instructional materials are being
created. This model attempts to save time and money by catching problems while they are still
easy to fi/% &$DDIE Model' Learning#Theories).
Dick and Carey
$nother well#"nown instructional design model is the Dic" and 1arey model, also "nown
as the Aystems $pproach Model. (alter Dic" and Lou 1arey originally published the model in
.BCD in their boo" entitled The Systematic Design of Instruction.
Moss E
The components within this model are e/ecuted iteratively and in parallel, rather than
linearly%. Dic" and 1arey developed a model that utili6ed design field by championing a
systems view of instruction as opposed to viewing instruction as a sum of isolated parts% &Dic"
and 1arey Model' (i"ipedia). The model focuses on the interrelationship between conte/t,
content, learning and instruction, and addresses instruction as an entire system. It also follows
the 3agneian approach &from -obert 3agne who developed the 1onditions of Learning Theory),
to instructional design, incorporating conditions of learning and stressing a hierarchical analysis
and approach to designing instruction% &Dic" and 1arey Model' (i"iboo"s).
$ccording to Dic" and 1arey, !1omponents such as the instructor, learners, materials,
instructional activities, delivery system, and learning and performance environments interact
with each other and wor" together to bring about the desired student learning outcomes! &Dic"
and 1arey Model' (i"ipedia).
The Dic" and 1arey Model includes the following components'
Atage .' Identify Instructional 3oals
Atage 9. 1onduct Instructional $nalysis
Atage <. Identify Entry :ehaviors and Learner 1haracteristics
Atage ?' (rite 2erformance >b8ectives
Atage E. Develop $ssessment Instruments
Atage F. Develop Instructional Atrategy
Atage C' Develop and Aelect Instructional Materials
Moss F
Atage D' Design and 1onduct @ormative Evaluation of Instruction
Atage B' Design and 1onduct Aummative Evaluation
&Dic" and 1arey Model' InstructionalDesign.org).
The Kemp Design Model
The Morrison, -oss and Kemp &also "nown as the Kemp) instructional design model
ta"es a holistic approach to instructional design. Girtually all factors of the learning environment
are ta"en into consideration. Its systematic and nonlinear design defines nine different
components that are contentiously implemented and evaluated. &Kemp Model' Edutechwi"i).
The nine components to the Kemp design are'
.. Identify instructional problems, and specify goals for designing an instructional
program.
9. E/amine learner characteristics that should receive attention during planning.
<. Identify sub8ect content, and analy6e tas" components related to stated goals and
purposes.
?. Atate instructional ob8ectives for the learner.
E. Ae*uence content within each instructional unit for logical learning.
F. Design instructional strategies so that each learner can master the ob8ectives.
C. 2lan the instruction message and delivery.
D. Develop evaluation instruments to assess ob8ectives.
Moss C
B. Aelect resources to support instruction and learning activities.
&Kemp Model' InstructionalDesign.org).
The wide, oval shape of the model portrays the iterative cycle that involves continuous
planning, design, development, and assessment to insure effective instruction, while also
allowing the design to be revised as needed. The authors state that a designer can start at any
point in the process, as well as change the order of the steps and revisions as needed in the
pro8ect.
&Kemp Model' Edutechwi"i).
The nine small ovals represent the nine basic steps of the design process. The two, larger
surrounding ovals represent the ongoing process of the activities throughout the pro8ect. The
first oval &-evision and @ormative Evaluation) is implemented at each stage of the development
process, ma"ing the learning materials highly effective by the end of the pro8ect, if carried out
carefully and concisely. The second oval &2lanning $ctivities, 2ro8ect Management, $rranging
Hecessary Aervices to support the implemented pro8ect and instruction, and any Aummative
Evaluations), contains crucial elements, however, are sometimes overloo"ed, or not given the
Moss D
appropriate amount of attention by the designer, due to deadlines and budgets. >ften designers
who are on time restraints and tight budgets are not able to implement the numerous tests and
revisions they would have li"ed to do, resulting in materials that may not have undergone all
aspects that the model implies. &>verview of Instructional Aystems Design).
Its central focus of the Kemp Model is the learner needs and goals, and is small scale,
ma"ing it adaptable for individual lessons. The model is particularly useful for developing
instructional programs that blend technology, pedagogy and content to deliver effective, reliable,
and efficient learning and seems to encourage designers to wor" in all areas defined.
(hile this model focuses on content analysis, li"e other educational design models, it
sets itself apart by also placing emphasis on support and service &Kemp Model' Edutechwi"i).
A Comparison of the Dick and Carey Model and the Kemp Model.
$lthough the Dic" and 1arey Model and the Kemp follow the basic instructional design
pattern of $nalysis, Design, Development, Implementation, and Evaluation, the Dic" and 1arey
model follows a more behaviorist approach, lin"ing stimulus and response, which in this case
would mean instructional materials to the learning of the material. The instruction presented in
the Dic" and 1arey model is bro"en down into smaller pieces, or sub#s"ills% that should be
mastered in order for the learners to obtain the pro8ected behaviors. The Kemp model appears
more useful for large#scale instructional design process, involving several team members and
multiple types of resources, while the systematic approach of the Dic" and 1arey model ma"es it
difficult to adapt multiple team members and different types of resources.
(hile both models contain nine components=steps, that seem to consist of similar
methods, the Kemp model claims that not all nine of the listed elements are necessary to
Moss B
complete the design process. >n the other hand, the Dic" and 1arey model states that all nine
components are essential and should not be s"ipped. The nine components of each model are
listed below to use for comparison.
The Dick and $arey Model
Atage .' Identify Instructional 3oals
Atage 9. 1onduct Instructional $nalysis
Atage <. Identify Entry :ehaviors and Learner 1haracteristics
Atage ?' (rite 2erformance >b8ectives
Atage E. Develop $ssessment Instruments
Atage F. Develop Instructional Atrategy
Atage C' Develop and Aelect Instructional Materials
Atage D' Design and 1onduct @ormative Evaluation of Instruction
Atage B' Design and 1onduct Aummative Evaluation
The %emp Model
.. Identify instructional problems, and specify goals for designing an instructional
program.
9. E/amine learner characteristics that should receive attention during planning.
<. Identify sub8ect content, and analy6e tas" components related to stated goals and
purposes.
?. Atate instructional ob8ectives for the learner.
E. Ae*uence content within each instructional unit for logical learning.
Moss .0
F. Design instructional strategies so that each learner can master the ob8ectives.
C. 2lan the instruction message and delivery.
D. Develop evaluation instruments to assess ob8ectives.
B. Aelect resources to support instruction and learning activities.
$lthough both models could be used by Instructional Designers of any e/perience level,
the Dic" and 1arey model may be favored by beginner instructional designers because of the
step#by#step descriptions to follow, while more e/perienced designers may favor the Kemp
model because it allows not only creativity, but helps the designers start the process from any
step.
The Kemp model differs from the Dic" and 1arey for several reasons. It considers
instruction from the perspective of the learners, it provides a continuous approach to the
application of instruction, it puts more emphasis on management techni*ues of the design
process, and the nine steps listed in the Kemp Model are interdependent, and do not necessarily
have to be implemented in the order in which they were listed. Even the appearances of the
models listing the nine components differ. The Kemp design is circular rather than linear as
opposed to the Dic" and 1arey Model.
$ccording to Iavu6 $"bulut, both models appear to have a systems focus. 5owever,
3ustafson and :ranch &900.) classify the M-K &Kemp) model as a classroom orientation ID
model and the D1 &Dic" and 1arey) model as a system orientation ID model. The classroom
focus involves teachers in deciding appropriate content, strategies, media usage and evaluation.
It is of interest primarily to teachers who loo" for instructional solutions to learning problems.
Moss ..
5owever, the M-K model suggests both instructional and non#instructional solutions and
assigns fle/ible roles to members of a larger team. J If the output of instructional design rather
than the ID process is ta"en into account, the M-K &Kemp) model could be considered as a
classroom orientation model since it leads to an output of one or few hours of instruction,
whereas systems#orientated models lead to an output of a whole course or curriculum% &$"bulut,
Iavu6. 900C).
The alue of Instructional Design Today as it !elates to the Changing "ature of
#ociety and $earners
The $DDIE, Dic" and 1arey, and Kemp models hold significant importance to today4s
thriving society. 1ompanies are forced to compete against eachother for business, and therefore,
have begun implementing these designs to improve the production of employees and the
company as a whole. These and other numerous design models enable an Instructional Designer
to come in, assess the company=employees at their current disposition, and develop an
appropriate strategy for improvement, that is specifically tailored to meet their individual needs
and desires. (hile each design model is similar in its own retrospect, they also present numerous
differences, allowing the designer to pic" the model that best suits the learners and=or situation,
and produce a desirable outcome.
The use of these ID models are not only evident in the wor"place, they are utili6ed daily
by educators within the classroom. (hile educators may not refer to the models specifically by
name, they continuously evaluate, plan, implement, and reevaluate students to assess
comprehension and plan future instruction. These models serve as a template to meet the needs
of various learners at a differentiated level of instruction rather than teaching to the class as a
whole. The e/pectations of teachers have risen from simply assigning readings out of the
Moss .9
te/tboo" and giving a chapter test, to assessing individual learners with pretests, teaching lessons
accordingly to meet the individual needs of students, and then administering a posttest to
evaluate whether to re#teach or continue onto the ne/t concept. Instructional design is becoming
increasingly evident in all aspects of today4s society, resulting in a higher standard of learning.
The alue of Instructional Design in #chools
$s previously stated, Instructional Design is a highly effective tool that is implemented in
the schools as an ongoing process. Teachers follow the ID models by first finding out the 32A
&Atate Atandards) that align with that grade=sub8ect, research lessons on the Internet and other
printed materials to use as resources and serve as tools to teach the concept, loo" through the
student te/tboo" to see if and materials could be utili6ed these in the lesson as well, and ma"e
short pre#assessments that gives immediate feedbac" assessing prior "nowledge. $fter assessing
how much of the concept=material the students already "now, the teacher must then plan several
lessons=activities on various levels of intellectual capacity &having little or no "nowledge of the
concept, having some "nowledge of the concept, and having great "nowledge of the concept and
needing e/tended activities to challenge the students). @inally, the teacher must ma"e a post#test
to administer assessing what the students learned to either plan the ne/t lesson or give use as a
tool to re#teach.
(hile all teachers should use Instructional design models to plan, teach, and evaluate
progress, I feel as though the models would vary depending on the individual situation, students,
ob8ectives, etc. 1hapter . in Designing Effective Instruction states, a number of different
considerations appeal to educators and instructional designers as each starts planning. Jeach of
us selects an order or se*uence of our own to treat these elements.% &Designing Effective
Instruction)
Moss .<
Ho matter what model the teacher decides to implement, there are four "ey components
that need to be addressed,
.. Learners K defining the characteristics of the target audience% &Designing Effective
Instruction). Auch as assessing prior "nowledge.
9. >b8ectives K specify e/actly what the learner must master% &Designing Effective
Instruction). Auch as using the 3eorgia 2erformance Atandards.
<. Methods K how the sub8ect content or s"ill is best learned% &Designing Effective
Instruction). Auch as using internet support, te/tboo"s, and other available resource to
present the material.
?. Evaluation K used to assess the learner4s mastery of the ob8ectives% &Designing Effective
Instruction). Auch as assessing the student4s mastery of the concept by administering the
post#test.
My !ole as an Instructional Designer
My role as a future Instructional designer has many duties. It is to not only give the
learner access to all things needed to learn the material, whether it be a safe learning
environment, materials, such as pencils and paper, a trusting relationship with the teacher, or 8ust
the information itself presented in easily understandable manner, but is to also be available for
students to come to for *uestions, or clarification of a lesson as needed.
It is the Instructional Designer4s responsibility to continuously assess the students4
"nowledge of the material and plan accordingly to either move on to the ne/t concept if the
students were able to master the s"ill, or revise and re#teach the lesson if results show that the
concept needs to be redelivered. 1hapter . in Designing Effective Instruction states, that
Moss .?
Knowing the basic principals of instructional design can help to ensure that what is produced
serves a necessary purpose, meets the needs of students, is attractive and well organi6ed, is
delivered in an appropriate mode, and is continually evaluated and improved.%
!eflection on Instructional Design Models
$lthough there are numerous models from which to choose, the basic ID concept of
continuously meeting individual needs is the overlaying factor in each. (hile choosing an
appropriate model for the learner=situation holds significant importance, the learner4s
understanding and improvement is the most desired outcome of the entire Instructional Design
process.
Adapting the Models to Meet the "eeds of #tudents
The benefits of Instructional Design are numerous. Instructional Design puts the focus
bac" on the students=learners rather than on a timeline of having things done. These days,
teachers are so concerned about having all content covered in time for the Atandardi6ed Test
&1-1T), it seems as though their lessons are based more on a timeline rather than on student
needs and capabilities. Teachers feel as though they can4t waste% too much time on one concept
because they will run out of time to cover all the rest of the material in a certain timeframe.
:y using the Instructional Design method, teachers may be able to teach more effectively,
allowing the students to gain more meaning of the concept the first few lessons, and not have to
waste time re#teaching the material over again, or moving on to the ne/t concept without student
mastery. Aome things the teacher needs to "now about a class or student could be student
demographics, learning styles, physical=emotional needs, handicap accommodations, etc. (hen
Moss .E
informed about the students, a teacher will be able to plan for, and present the material in a more
affective manner.
%o& I gained a 'etter understanding of the AA#$ #tandards
tandard &' (se of Information and Ideas
..? Atimulating Learning Environment K This research helped me understand how a
stimulating learning environment aids in producing positive results. I now firmly believe
that in order to have a stimulating learning environment, the teacher, or instructional
designer, must address all needed components of the lesson and=or process for the student
to remain actively engaged in the lesson. :y "eeping the learner engaged in the lesson,
there is more probability that they will retain the information presented resulting in
positive results.
tandard )' Teaching and *earning
9.9 Effective and Knowledgeable Teaching # I have also gained a better understanding of
the meaning of effective and "nowledgeable teaching%. (hile this term refers to
numerous aspects of instruction, I will e/plain one area that I have focused on throughout
this assignment' assessment.
In order to teach effectively, the instructional designer must assess the learner4s
"nowledge at various times throughout the lesson. This process should begin by first
assessing prior "nowledge to determine a starting point for the instruction, and
Moss .F
subse*uently follow#up after initial instruction to re#assess before continuing on with
further instruction. This information enables the instructor to ma"e effective and
"nowledgeable decisions for instructional purposes.
tandard +' $ollaboration and *eadership
<.9 Instructional 2artner' $lthough instructional design is a collaborative process that
can involve teams of people, the most important relationship I have found in doing this
research is that of the instructor and the learner. The two must wor" continuously
together and collaborate in order for the process to produce positive results. The
collaboration is more li"e a wor"ing relationship where one partner as"s for help and the
other offers resources to improve the problem.
tandard ,' #rogram Administration
?.< 1omprehensive and 1ollaborative Atrategic 2lanning and $ssessment' Throughout
this research pro8ect, I have come to find one underlying factor between all ID models.
(hile each model varies in particular aspects, they all must possess strategic planning
and assessment in order to be successful. The planning for each situation revolves
around the pro8ected outcome of the learners. If the crucial elements are addressed and
altered to meet the needs of each individual learner, the outcome will be positive. The
only way this can be made possible is through comprehensive and collaborative strategic
planning and assessment.

Moss .C
Works $ited
$DDIE Model, The.% Learning#Theories. 900D. $pril E, 900B. Lhttp'==www.learning#
theories.com=addie#model.htmlM
$DDIE Model.% (i"ipedia' The @ree Encyclopedia. March E, 900B. $pril F, 900B.
Lhttp'==en.wi"ipedia.org=wi"i=$DDIENModel.M
$"bulut, Iavu6. Implications of Two (ell#Known Models for Instructional Designers in
Distance Education' Dic"#1arey versus Morrison#-oss#Kemp.% E-I1 Database' >nline
Aubmission. $pril ., 900C. C pages. $ril E, 900B.
Lhttp'==www.eric.ed.gov=E-I1Docs=data=ericdocs9s*l=contentNstorageN0.=00000.Bb=D0=
9D=0c=F9.pdfM
$n >verview of Instructional Aystems Design.% ,niversity of $lberta. >ctober ., 900?. $pril
F, 900B. Lhttp'==www.*uasar.ualberta.ca=editEC<=modules=module?.htmM
Definitions of Instructional Design.% The ,niversity of Michigan. >ctober .D, .BBF.
Lwww.umich.edu=OedF9F=define.htmlM
Dic" and 1arey Model, The.% InstructionalDesign.org. 900B. $pril E, 900B.
Lhttp'==www.instructionaldesign.org=models=dic"NcareyNmodel.htmlM
Dic" and 1arey Model.% (i"iboo"s. Puly E, 900F. $pril E, 900B.
Lhttp'==en.wi"iboo"s.org=wi"i=InstructionalNTechnology=InstructionalNDesign=Dic"NQN1
Moss .D
areyM
Dic" and 1arey Model.% (i"ipedia' The @ree Encyclopedia. $pril F, 900B. $pril F, 900B.
Lhttp'==en.wi"ipedia.org=wi"i=InstructionalNdesignRDic"NandN1areyM
Instructional Design ,sing the $DDIE Model.% $pril E, 900B. Lhttp'==raleighway.com=addie=.M
!Instructional Design.! (i"ipedia' The @ree Encyclopedia. $pril F, 900B. $pril F, 900B.
Lhttp'==en.wi"ipedia.org=wi"i=InstructionalNdesign.M
Kemp Design Model.% Edutechwi"i. Pune ?, 900C. $pril E, 900B.
Lhttp'==edutechwi"i.unige.ch=en=KempNdesignNmodelM
Kemp Model,The.% InstructionalDesign.org. 900B. $pril E, 900B.
Lhttp'==www.instructionaldesign.org=models="empNmodel.htmlM
Kruse, Kevin. Introduction to Instructional Design and the $DDIE Model.% E#Learning. 900..
$pril, E, 900B. Lhttp'==www.e#learningguru.com=articles=art9N..htmM
Morrison, 3ary -., Ateven -oss, and Perrold Kemp. Designing Effective Instruction, E
th
Edition.
Hew Persey' Pohn (iley Q Aons, Inc. 900C.
Moss .B