Comparing instructional design models

Comparing

Instructional Design Models

The focus of this module is to compare the different types of instructional design models. Press start to get started!

Start

Interactive Elements Guide

This button will appear in the top right corner anytime there is an interactive element. Click on it and it will highlight the interactive elements for you.

This is the home button. Anytime you see this button it will take you back to the beginning.

This arrow can be used to go forward or backwards. The direction it is pointing indicates if it is going forward or backward.

These buttons will appear on either side of the module. These can also be used to go to the next slide.

This button will move you to the next designated slide.

This button will take you back to the table of contents.

Table of contents

Follow the index to go through the eLearning Module.

Objectives

Module 3

Module 1

Module 4 and 5

Assessments

Learning Check 1

Module 2

Closure

Objectives

Objective 1 Given a set of resources regarding the MRK & ADDIE instructional models the learner will be able to describe the key componets of both models by outlining the steps with 80% accuracy.

Objective 3 Given the resources outlining the steps to the ASSURE model, the learner will summarize each of the six steps of the ASSURE model in their own words with 80% accuracy.

Objective 2 The learner will correctly identify and list the six steps of the ASSURE model after being given the instructional materials needed with 90% accuracy.

Objective 4 Given scenarios the learner will be able to provide a rationale for what instructional model they would use and why with 90% accuracy.

Objective 5 Given a set of resources the student will be able to compare and contrast the three instructional design models with 85% accuracy.

Module 1

MRK & ADDIE Instructional Models

Objective 1: Given a set of resources regarding the MRK & ADDIE instructional models the learner will be able to describe the key componets of both models by outlining the steps with 80% accuracy.

Start

MRK Instructional Model

What to know

• The MRK instructional model was created by Morrison, Ross, and Kemp.
• Created in 1994
• The model consists of 9 steps
• The model is in a circular format rather than a linear format.
• All 9 phases are interdependent on each other. Rather than being independent elements.

reflect

MRK Instructional Model

Nine Core Elements

1. Identify instructional problems and determine specific goals

2. Identify characteristics of learners that should be taken into account during the planning process.

3. Identify subject content, analyze the proposed task components in relation to the goals.

4. Define instructional objectives and desired learning outcomes. .

Model of the MRK instructional model. Notice its circular layout vs. a linear layout.

5. Sequence content within each instructional unit.

MRK Instructional Model

Nine Core Elements Continued

6. Design instructional strategies so that each learner can master the objectives.

7. Plan the instructional message and delivery

8. Develop evaluation instruments to assess objectives

9. Select resources to support instruction and learning

Model of the MRK instructional model. Notice its circular layout vs. a linear layout.

Review Question

What is the first step of the MRK model?

D To review the assessment tools

B To reflect on the effectiveness of the learning experience

A To assess the learning objectives

C To identify the issue

ADDIE Instructional Model

Key Points

• The ADDIE model was created in the 1970s by Florida State University.
• It was orignally created for the military.
• The ADDIE model is broken down into 5 phases.

tips

ADDIE Instructional Model

Development: foucses on creating the instructional materials and content, such as presentations, videos, and interactive elements

Evaluation: the final phase assesses the effectiveness of the instructional program and the areas for improvement

Analysis: Identifying the learning needs & objectives, as well as underestanding the learners and their contenxt

Implementation: this is where the instructional program is delivered to the learners, ensuring that the materials are accessible and engaging

Design: instructional strategies & materials are mapped out, including learning objectives, assessment methods, and delivery methods.

ADDIE Review Question 1

Which of the following is not a step in the ADDIE model?

B Develop

C Implement

D Revise

A Analyze

ADDIE Model Continued

Check for understanding

Learning Check 1

You will be prompted with a few questions to check for understanding.

Click start to begin!

Start

Learning Check #1

Next

Learning Check #1

Next

Module 2

ASSURE Model

Objective 2 Given a set of resources regarding the ASSURE model the learner will be able to identify the creators of the ASSURE model using interactive questions with 90% accuracy.

Start

ASSURE Instructional Design Model

Creators

Acronym

Focuses

Developed in 1999 by:

• Robert Heinrich

• Michael Molenda
• James D. Russell
• Sharon Smaldino

The focus of the ASSURE model is on the selection of materials rather than the development

A - Analyze S - State objectives & Design S - Select & Devleop Content U - Utilize Content R - Require Learner Response E - Evaluation

ASSURE Creators & History

Key Components

• The model was created in 1999 by Robert Heinich, Miachael Molenda, James E. Russell, and Sharon Smaldino
• The ASSURE model is an ISD (Instructional System Design) process that was modified to be used by teachers in the regular classroom.
• The ISD process is one in which teachers and trainers can use to design & develop the most appropriate learning environment for their students

ASSURE Quick Check Question 3

Quick Check

Drag the primary creators of the ASSURE model to the corresponding boxes.

A. Robert Heinich

B. John Dewy

C. Michael Molenda

D. Sharon Smaldino

E. Benjamin Bloom

F. James E. Russell

check

ASSURE Instructional Model Phases

Utilize technology, media, and materials

Analyze learners

Require learner participation

State standards and objectives

Evaluate and revise

Select strategies, technologies, media, and materials

Click this arrow when done!

A - Analyze Learners

Key components of analyzing learners

• First step is to analyze the learners/ The teacher should analyze the attributes of his/her learners. For example, age, academic abilities, prior knowledge learning styles, motivation, interest, ect.

• There should be a focus on learner characterics which are associated to the learning outcome.
• The information gathered in this section will help with the decision making in other phases of the ASSURE model.

Next

S - State standards & objectives

Key components of state standards and objectives

• In this step the teacher is focused on selecting the state standards that are needed for this lesson/unit.
• The teacher will also create objectives for what the learners will be able to do as a result of the instruction.

Next

Next

S - Select Strategies

Key components of selecting strategies

• In this step the teacher is focused on selecting the strategies, technology, media, and materials needed for the lesson/unit.
• Given the learning objectives that were created, it is necessary to pick instructional strategies that will bring the results the teacher wants.

Next

Next

U - Utilize technology, media & materials

Key components of utilize technology, media and materials

• This steps focuses on planning.
• How does the teacher plan to use the selected technology, media, or materials?
• Make sure the technology, media and materials are aligned with the objectives that were created.
• In this step you also want to consider learner needs. Ensure that all materials are accessible for all the learners in the classroom.

Next

Next

R - Require Learner Participation

Key components of require learner participation

• In this step the teacher is focsued on how to engage the class and individual students.
• How will the students participate?
• discussion
• an activity
• a presentation
• This step also focuses on how students will learn the inforamtion presented.

Next

E - Evaluate & Revise

Key components of evaluating and revising

• This is the final step. In this step the teacher will evaluate student learning.
• This isn't just an evaluation of what students mastered but also an evaulation on teaching practices, technology, media, and the materials that were used.
• Evaluation methods: formative, summative, quizzes, surveys, feedback,e tc
• Student feedback is also an important part of this model. It is important to know and understand what the learners thought of this process.
• From there it is time to revise your work. This is the step where the teacher will make changes and alter the lesson/unit

Next

Learning Check 2

Put the ASSURE model in the correct order

A. Evaluate and Revise

B. State standards & objectives

C. Utilize technology, media & materials

D. Analyze Learners

E. Select Strategies

F. Require learner participation

check

Module 3

Summarizing the ASSURE model

Objective 3: Given the resources outlining the steps to the ASSURE model, the learner will summarize each of the six steps of the ASSURE model in their own words with 80% accuracy.

Start

Understanding the ASSURE model

You are a fourth grade science teacher getting ready to start a unit on Earth's systems. First you take time to access prior knowledge, identify the characteristics of your learners and determine their needs for this unit.

Understanding the ASSURE model

Before beginning the unit, the teacher looked at the state standards that would be addressed during this unit. After deciding what standards to use, she then created learning objectives of what the students should be able to do at the end of the unit.

Understanding the ASSURE model

Throughout the unit, the teacher gave several formative assessments. At the end of the unit, the teacher gave a summative assessment to see what the students learned. She also gave each student an attitude survey to gather feedback of the unit from the class.

Understanding the ASSURE model

After looking at the unit plans for Earth's Systems, the teacher planned out the technology, media and any other materials she would be using. She decided for technology that she would be using Chromebooks for online readings. She would be using hands-on materials for science experiments and several videos to show erosion and its effects.

Understanding the ASSURE model

After stating the standards and objectives the teacher has now selected the strategies she would be using. Teaching strategies would include hands-on experience, discussions, group work and notes. She will be using student Chromebooks for online portions of the unit. Any other materials she uses will be printed and given out to the students.

Understanding the ASSURE model

Now that the teacher has everything planned out she needs to decide how the students will participate. Students will have 2-3 experiments to complete. These experiments will involve the students working together in groups. Students will also complete several graphic organizers on the unit and contribute to multiple class discussions.

Great Job

Another section is complete!

I know that section was intense! You are almost done. One more module to go! You can do it!!!

Next

Module 4 & 5

Comparing the MRK, ADDIE, and ASSURE models

Objective 4: Given scenarios the learner will be able to provide a rationale for what instructional model they would use and why with 100% accuracy. Objective 5: Given a set of resources the student will be able to compare and contrast the three instructional design models with 90% accuracy.

Start

Comparing instructional models

The MRK, ADDIE and ASSURE instructional models all follow a linear process.

C They all follow a different process. None of them are necessarily linear.

A The ADDIE and ASSURE models are linear, while the MRK model is not

B Yes, they all follow a linear process.

Scenario 1

Using the information learned read through the scenario and determine which model you think was used and why?

• Ms. Garcia, a fourth grade math teacher, is preparing a new unit on adding and subtracting fractions. She wants to ensure that her students fully understand the topic and can apply it in real-world problem solving situations.
• Ms. Garcia starts by reviewing her students' previous test scores and identifying the areas where they struggled. She also gathers feedback from students about their current understanding of the topic.
• Ms. Garcia creates objectives for the unit based on what her students need.
• Then, she plans the lesson sequence, ensuring a gradual build-up of skills. The design includes interactive activities, such as group work, quizzes, and real-world problem solving. She plans to use a Google Slide presnetation with visual aids, worksheets, and interactive quizzes.

• Ms. Garcia introduces the unit to her class. The class goes through the learning progression following the outline Ms. Garcia has planned.
• At the of the unit, Ms. Garcia evaluates her students' progress by reviewing their quiz results and assignments. She also conducts a short survey to gather feedback on which activities were most helpful
• She will use the data to make adjustments to the lesson/unit as needed.

Scenario 1 thought prompt

Scenario 2

Using the information learned read through the scenario and determine which model you think was used and why?

• Ms. Johnson, an elementary school teacher, is designing a new science lesson on the water cycle for her 4th-grade class.
• She begins by conducting a needs assessment. She discovers that many students struggled to understand the different stages of the water cycle. She considers her learners age and prior knowledge, realizing that incorporating visuals and hands-on activities will be necessary. These will be critical for learner engagement.
• She has set clear objectives and instructional strategies like a hands-on model, group discussion and interactive diagrams.
• Throughout the lesson, Ms. Johnson ensure that all elements are aligning with the standards and the objectives.
• At the end of the lesson, she evaluates students learning through a short quiz. She uses the quiz to make adjustments for her future lessons.

Scenario 2 thought prompt

Scenario 3

Using the information learned read through the scenario and determine which model you think was used and why?

• Mrs. Lee, an elementary teacher, is preparing a lesson on plant growth for her 3rd grade class. She begins by analyzing her students prior knowledge.
• She notices that most students know basic plant parts but they struggle with understanding phtosynthesis.
• Because of this finding she states her learning objectives based on the standard and what students are currently struggling with.
• Then, she selects the materials she is going to use.
• In her plans, she plans to use videos, diagrams, and hands-on experiments.
• Students will be participating in the hands-on experiment by working in pairs.
• Finally, she plans to evalute the lesson by asking students to explain how the sun helps plants grow.
• Mrs. Lee will look through the students responses and make adjustments to the lesson as needed.

Scenario 3 thought prompt

Comparing instructional models

Make sure to scroll to see all answers!

Comparing instructional models

In each box write down specifics about each model.

Comparing instructional models

Assessments

Time to test!

Thank you for completing the model. Below are a 2 short assessments I need you to complete. The first is a formative assessment. The other is an attitude survey!

Formative

Attitude Survey

Once this is completed move on to the attitude survey.

Thank you for completing everything.

Congrats!

You have completed the entire eLearning Module!! Thank you for your time and hard work.

The end

MRK Model

Sorry, that is incorrect. Remember the MRK model starts with identifying a problem or issue.

ADDIE Model

Correct!

Great job, press the arrow to move to the next slide.

Sorry, that is incorrect. Remember that the first step of the ADDIE model is to Analyze

Sorry, that is incorrect. Remember the MRK model starts with identifying a problem or issue.

Correct!

Press the next button to go to the next slide.

A, C, D, F

A, C, D, F

A, C, D, F

A, C, D, F

Sorry, that is incorrect. ADDIE does start with analyze but you have to design before you can develop!

Sorry, that is incorrect. Remember the MRK model starts with identifying a problem or issue.

Sorry, that is incorrect. Remember that the first step of the ADDIE model is to Analyze

Correct!

Great job. Press the arrow to go to the next slide!

Lorem ipsum dolor

Consectetur adipiscing elit

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.

• Lorem ipsum dolor sit amet.
• Consectetur adipiscing elit.
• Sed do eiusmod tempor incididunt ut.

Lorem ipsum dolor sit