Viral Notebook » Instructional design models: Part 3

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Continuing with our IDT 7095/8095: Developing Interactive Learning Environments II course, we are exploring different instructional design models. We first started with the classification scheme by Branch and Gustafson in a short overview created by Suha Tamim. Then we examined some of the seminal instructional design texts. This module gave us a feel for the variety of different types of instructional models that exist.

Part 3: Selected ID Models

Now onto Part 3. First, view the interactive module on selected ID models. This interactive module was created by graduate student Suha Tamim. In this section, we’ll take a look at a number of selected instructional design models specifically. We’ll examine the characteristics of these models, the authors, and the orientation as according to Branch and Gustafson.

In a few cases of the different models, we’ll hear from the authors themselves about areas of instructional design. In “voices from the field,” we’ll hear from Drs. Sharon Smaldino, Gary Morrison, and Rob Branch. I contacted each of these professors a couple of years ago about their models and what instructional designers should remember as a result of implementing the ID process. Their quotes are embedded throughout the interactive module.

Second, after having review the interactive module on selected ID models, you should consider the following:

One way or another, you have been involved in the instructional design process through the course of your IDT studies, through your role as student, a teacher, or as an instructional designer already at work. Do you see any parallel between your experiences and the classification of Branch and Gustafson?

Would these characteristics be different between online and face-to-face instruction? also between instructor-led and stand alone instruction?

Post your response in the comments below.