Compatibility of Common Instructional Models With the DACUM Process

2016 ◽  
Vol 28 (2) ◽  
pp. 69-75
Author(s):  
Warren Wyrostek ◽  
Steven Downey
Keyword(s):  
Instructional Design ◽  
Resource Availability ◽  
Instructional Models ◽  
Design Models ◽  
Occupational Roles ◽  
Instructional Design Models

Practitioners use an expansive array of instructional design models. Although many of these models acknowledge the need for analyzing occupational roles, they do not define steps for conducting these analyses. This article reviews prominent models and provides prescriptive guidance for selecting appropriate models given a project’s (a) Product Requirements, (b) Resource Availability, and (c) Philosophical Compatibility with DACUM (Developing a CurriculUM) procedures.

Using Instructional Design Goals to Appropriately Classify Instructional Design Models

2020 ◽  
pp. 225-239
Author(s):  
Shani Salifu
Keyword(s):  
Instructional Design ◽  
Instructional Models ◽  
Design Models ◽  
Instructional Design Models ◽  
Instructional Situations

This chapter probes an assertion by Gustafson and Branch (2007) that it is easier to classify instructional models when guided by the needs that call for them. If this is so, identifying appropriate instructional design models for various instructional situations can be greatly simplified. Gustafson and Branch (1997) note that each of the numerous instructional models targets one or more of three types of instructional situations: the Classroom, Product, and Systems situations. In evaluating the assertion, the chapter examines pertinent questions that look at some assumptions guiding the choice of instructional models, the three design situations identified, and some characteristics that separate the various design instances. In the end, it becomes obvious that the instructional design professional will do a better job of classifying instructional models based on a thorough understanding of instructional situations and guided by characteristics of the situation.

Using Instructional Design Goals to Appropriately Classify Instructional Design Models

2015 ◽  
pp. 189-203 ◽  
Author(s):  
Shani Salifu
Keyword(s):  
Instructional Design ◽  
Instructional Models ◽  
Design Models ◽  
Instructional Design Models ◽  
Instructional Situations

This chapter probes an assertion by Gustafson and Branch (2007) that it is easier to classify instructional models when guided by the needs that call for them. If this is so, identifying appropriate instructional design models for various instructional situations can be greatly simplified. Gustafson and Branch (1997) note that each of the numerous instructional models targets one or more of three types of instructional situations: the Classroom, Product, and Systems situations. In evaluating the assertion, the chapter examines pertinent questions that look at some assumptions guiding the choice of instructional models, the three design situations identified, and some characteristics that separate the various design instances. In the end, it becomes obvious that the instructional design professional will do a better job of classifying instructional models based on a thorough understanding of instructional situations and guided by characteristics of the situation.

Instructional Design Models

2013 ◽  
pp. 607-615 ◽  
Author(s):  
Andrew S. Gibbons ◽  
Elizabeth Boling ◽  
Kennon M. Smith
Keyword(s):  
Instructional Design ◽  
Design Models ◽  
Instructional Design Models

An evaluation on instructional systems design

2020 ◽  
Vol 12 (1) ◽  
pp. 30-41
Author(s):  
Huseyin Uzunboylu ◽  
Emine Kosucu
Keyword(s):  
Instructional Design ◽  
Systems Approach ◽  
Instructional System ◽  
Systems Design ◽  
Specific Model ◽  
Instructional System Design ◽  
Instructional Systems Design ◽  
Instructional Systems ◽  
Design Models ◽  
Instructional Design Models

Instructional design and instructional systems design concepts different from the direction of the field lead to confusion as it includes similar use cases from time to time. Instructional design models have different characteristics, and in different areas, in line with the needs of nature according to the purpose of alternating the use of different models, it affects the efficiency. Each model is developed that fixing the underlying spots is the best way to a need for designs designed which varies depending on the model. Some models of the objectives underlying the selection and use of different models have the highest level while improving strategies constitute a more important structure. With this assessment, the instructional design, instructional systems design, systems approach and instructional system design models, by examining the historical development of these models and their distinctive features, will be explained in connection with curriculum development. Thus, referring to the different points of each model and specific model, with respect to instructional systems design, the difference in instructional design, space and design process is studied. Keywords: Instructional systems design, instructional design, instructional design models.

scholarly journals Content analysis of research trends in instructional design models: 1999-2014

2017 ◽  
Vol 10 (2) ◽  
pp. 85 ◽  
Author(s):  
Idris Göksu ◽  
Kursat Volkan Özcan ◽  
Recep Cakir ◽  
Yuksel Göktas
Keyword(s):  
Content Analysis ◽  
Instructional Design ◽  
Science Citation Index ◽  
Citation Index ◽  
Social Science Citation Index ◽  
Sampling Interval ◽  
Science Citation ◽  
Instructional Designers ◽  
Design Models ◽  
Instructional Design Models

<p class="JLDAbstract">This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international Social Science Citation Index (SSCI) and Science Citation Index (SCI) journals. Studies on instructional design models are explored in terms of journal of publication, preferred model, country where the study was conducted, research method, data collection tool, data analysis method, sampling interval, and field in which the model was applied. Studies are also examined in terms of variables, focusing on connections with model used, relevant results, and orientation of the model (e.g., system-oriented, class-oriented, or product-oriented). Results identified the most preferred models as ADDIE, ARCS, Gagne and Briggs, 4C-ID, and Dick and Carey. System-based instructional design models were most common. These results show recent trends in instructional design models and will contribute to both researchers and instructional designers.</p>

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