What is your personal assessment of the ISD model? Critique it. Describe the strengths (if any) and weaknesses (if any) of this model? What activities of this model have you used in your experience as an instructor?
According to Dr. Sugar, there are literally hundreds of instructional systems design (ISD) models. How can we assess them all? You can’t, but the model that attempts to categorize the similarities of these different models is the ADDIE model which is an acronym for analyze, design, develop, implement, and evaluate. It is a good basic model and starting point for assessment of ISD. The strength of this encompassing model is the full cycle approach of instructional systems design. To me, it covers the general areas of ISD but also, each phase in this model can be broken into more detailed sub-categories. For example, the analysis phase includes analyzing the needs of the learners, the content, the tasks, and the resources. In another example, the evaluation phase can be sub-categorized into the CIPP evaluation model or Kirkpatrick’s model (Reiser & Dempsey, 2007).
As far as assessing some particular ISD models, I like the fact that evaluation, revision, and feedback were a part of every step in the process and not just at the end. This is another strength to the ISD model. This will help keep the project on track throughout the entire process and meet the initial objectives set forth. Some models used the terms formative and summative evaluation (Jerold Kemp Model, Dick and Carey Model). The formative evaluation is the assessment conducted during the development of a program.
The only model presented in Dr. Sugar’s lesson that I feel is a little weak is the rapid prototyping design model. There is no mention of formal evaluation throughout the entire process and does not show the connectivity between processes. Although it is not very detailed, I must admit that I have seen this lack of detail before in some of my old projects in the corporate world – "...just design it, develop it, install it, and maintain it (and ask questions later)".
As a teacher for Chatham County, the activities in the Dick and Carey model are used closely in my style of instruction. In our lesson plans, objectives must be stated on the board that will meet the overall goal of the unit, analyze entry behaviors and conduct instructional analysis, develop instructional strategies, select materials, conduct evaluations throughout the lesson or unit (formative) and an assessment at the end (summative). Also in this model, a step is mentioned that gives this model some punch. It is the “revise instruction” step that is connected to several steps in the process. Throughout the entire lesson and upon reflection (the drive home), I think about what worked and what did not work. What can I revise, re-do, or teach in another way to make it more interesting, more appealing, and/or more of a real-life example.
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4 comments:
I like that you did a different take on the question. By talking about the different types of ISD you helped me to refocus on some points that didn't really sink in when I read Dr. Sugar's notes and the book. (Not that they weren't holding my complete attention--;)!
Just an FYI on the rapid prototyping design model, I thought the same thing you did on how it was lacking in detail. But then in the link Dr. Sugar supplied in his lesson, the website said it was meant to design a lesson and not a whole curricula. I can understand why you wouldn't need as much detail fro one lesson than to develop many lessons for a whole curriculum. What are your thoughts?
It is true that the rapid prototyping model does lack an evaluation step. I've stated that I tend to use a form of that in my work (I design a lot of lessons), but to be more correct, I follow a modified version of it in that my lessons, as well as curricula, almost always include level one and two evaluations. Don, I liked your take on the prototyping model from your prior experience. I can relate.
I like how the ISD process allows for evaluation and revision at any step in the process. We do not have to wait until the end to see where we need to make improvements. It is a continuous process that helps make instruction more effective.
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