Content Review: Models for Instructional Design (Essay Sample)

Models for Instructional Design Name Institutional Affiliation Smith & Reagan Model ADDIE Model Backward Design Model NTeQ Model Problem Solving Model Steps Has 3 Phases -Analysis -Strategy -Evaluation Has 5 Phases -Analysis -Design -Development Implementation -Evaluation Has 4 Phases -Identify learners -note curricular priorities -design assessment framework -create learning activities Has 5 Phases -Specify objectives -Match objectives to computer functions -specify problem -data manipulation -results presentation Has 5 Phases -manipulating the problem space -representing the problem components -generating hypothesis -testing possible solutions -drawing conclusions Main objective The model aims At having a comprehensive functional unit Aims at designing second life activities for online learners Aims at designing a curriculum and instruction that facilitate understanding, retention and generalization To integrate computers into problem based lessons Aims at equipping learners with competence to address real life challenges Context The model begins with the end in mind. Provides near real life environments and allows enriched learning experiences It is rooted in constructivism which narrows on how students constructs understanding Relies on the competence of the professor and how he effectively integrates computers as problem solving devices It requires manipulation of the problem space Uses The model aids in developing assessment and strategies. Ensures that learners have effective applications in their professional fields It gives learners chances to make the content learned meaningful by connecting it to real life Deals with computers integration into problem based arena Helps learners acquire competence and skills to equip them to handle life challenges more effectively Attributes Its analysis and evaluation phases are robust. Lesson plans provide accommodation for learning barriers It aids in discerning the disparity between learners knowledge versus their comprehension. This model can be used void of technology Requires mental representation of a situation in the world The ADDIE model has vast merits. To begin with, it avails a "near- real life" aura by allowing users’ to connect to objects, subjects or phenomena which are infeasible and futile to scrutinize or observe in real life and hence through this augment the learning experience. Besides, ADDIE model reinforces the idea of social presence and hence enhancing more effective bonding between instructors and their online learners. Also, it enhances constructivity where online students can formulate and design knowledge via their personal knowledge coupled with distinct experiences. In this, ADDIE model allows online learners to observe and experiment. The ADDIE model also exposes learners to an avalanche of multimedia resources such as audio and video playbacks where they can capture 2D- image snapshots. The ADDIE model also bequeaths learners wit liberty to discover data which is in accordance with their interests and also to delve into knowledge from the internet (Wang & Hsu, 2009). However, the ADDIE model has few drawbacks. First, it has extremely elevated hardware requirements. In this concern, learners may be forced to upgrade their laptop machines so as to achieve smooth and effective online service void of slow speed. Also, malicious individuals may deliberately disrupt class lessons by interrupting learners via deployment of personal text messages. Also, online texts may "get stuck" and become complex for the instructors to track down the conversations. Lastly, instructors using the ADDIE model can craft real assignments where students can solve problems, unearth meaning and effectively collaborate and cooperate with their fellow course mates (Wang & Hsu, 2009). The Backward Design Model has a couple of merits as well. First, it aids in discerning the disparity between learners knowledge versus their comprehension. It also serves to craft instructions that focus a high level of comprehension which consequently demands thoughtful planning. This model also aims at achieving learning results and distinct standards and the assessment versus examination for attaining those laid out standards. Lastly, backward design model gives learners a chance to impart meaning to the knowledge learned by linking it to real life (McTighe, & Thomas, 2003). Besides, Backward Design is rooted in constructivism and hence narrows on how learners reframe and constructs comprehension. Drawbacks involved in this model includes finding an equilibrium which allows effective curriculum designing and coming up with instructions which facilitate comprehension generalization and retention (Childre, Sands, & Pope, 2009). The NTeQ Model has wide merits as well. First, it is purposely designed to aid learners to deploy computers as a problem-solving device. Second, this model can be used void of technology and can use technology in non-problem solving devices to perform different roles as well. Its major drawback is having an incompetent professor who is ignorant on how to effectively deploy computers as a problem-solving devices (Lowther & Morrison, 2003). The Problem Solving Model has wide merits as well. For instance, learners must meet the pro...