Literature Review on Instructional Design-Free-Samples for Students

Question: Write a Literature Review on Instructional Design Models. Answer: Introduction Instructional design model helps to understand the abstract learning procedures and empower the real world application. These are used for the learning experiences and in case of complex design problems these procedures are used in different principles and patterns (Tess 2013). Models provide different structure and all these structures perfectly execute the entire possible effective manner to develop the instrumental design. In case of e-learning process, these are the relevant process to build the level of performance for students. Literature Review In this paper, a systematic approach for using these instructional design models have been discussed and also a thoughtful approach has been highlighted to show comparing and contrasting idea of the models within the paper. Understanding of Gagnes Model Robert Gagne is the foremost contributor of this kind of systematic approaches and instructional design and training process. As mentioned by Gagne et al. (2005) the main attention is the change in behavior and that focus on the outcomes. There are nine steps of learning and identifying the condition and these nine steps are called as the Events of Instruction. The first step is to engage the learner through gaining attention towards the lesson. Then inform the learner about the objectivity and then stimulate the prior learning process. If there is some good amount of learning experience can extract then it is quite useful for students also. Then the usefulness of content comes in concern and with the present stimulation of knowledge and guidance students know about the real learning curve (Gagne et al. 2005). Practice is another step that provides a good feedback for students. Some of the students are performing better if they practice a lot and that also reflected in their post-per formance access (Chai, Koh and Chin-Chung 2013). In case of retaining this knowledge and to access the mind of learning is presented in that model and that justifies the resources as well as also maintains the transfer of knowledge from experts or teachers to their students. Gagnes design of instructional design model clarifies the seeking of knowledge and provides good feedback at the end of result through different levels of practices. (See Appendix 1) Thoughtful research on Dick and Carey Model Walter Dick and Lou Carey stated about this instructional model in their book The Systematic Design of Instruction in 1978. The design is so relevant in this modern era that latest complex designs also consider the significance of this model. As explained by Dick, Carey and Carey (2005) the model is talking about the entire system and the focusing on the instruction that makes inter-relationship between contexts, learning skills and instructions. This systematic approach to model delivers the importance of performance and tries to convey the instruction analysis result for the students. Performance objectives are one of the purposes that evaluate the learning outcome and present students participation in the development of the assessment (Dick, Carey and Carey 2005). The entire model is considering as the description of behavior and all instructions are deliberately addressing on the better performances that test the thoughtful process of understanding and influence the better practi ce that provides better learner participation for conduct the model. The model also set their target audience as well, students who are poor in skills and do not have any prior knowledge about the performance can consider as the target people. The performance, objectivity, content presentation, development of the assessment and the sectional area that imposed under unidentified reason have to evolve and that brings better chances for students as well as for encouraging them to make the simple outcome of a complex situation. (See Appendix 2) Importance of Merrills Model The First Principles of Instruction is the effective learning process and problem-based involvement that David Merrill had stated in this part. The section is comprisedof programs, practices and variables and all these principles of design addressing to the variety of instructional programs and practices. As stated by Merrill (2002) the learning phase has segregated there in four phases like activation of prior experience, demonstration of skills, application of skills and integration of these skills in case of real-world activity. All the skills are important for students as the learning cycle based on the principles of the facilitated foundation of knowledge those outcomes in a strategic approach which demonstrate better chances for leaning system (Merrill 2002). Existing knowledge needs to be found the new knowledge programs and through the demonstration of learner better facilities can be gained by the students or learners. To make easy access to gain knowledge integrated learnin g procedures are important and focus on the problem-solving scenario. (See Appendix 3) Analysis of ADDIE Model ADDIE model is basically the acronym of five phase of development which isinterrelated. The five phases are Analysis, Design, Development, Implementation, and Evaluation. For providing effective training and instructional development this model is effective enough to justify the possible objectives of learning. Analysis of the identified problem is the basic goal of this segment. Identify the learning outcome and provide demographical presence during the phase is the most effective scenario for this model. As mentioned by Molenda (2003) the model also instructs the methods and activities that provide better results in development. In case of development use of audio, of the use of photography is the main aspect and that develop the better extension of learning during the course. In case of graphical representation, students love analysis the thing in aright way so this process of learning is the productive one for the students (Cook et al. 2013). Implementation of the learning tools and procedures are also important. Learning management team has to take care of that situation. There are some training facilities and instructors instruct their level best to analyze the process to students (Molenda 2003). The last step is all about the course completion process that means the evaluation of the student. There are two phases as well likely formative and summative. These phases identify the development process and evaluation that help instructional design and analytical phase. In case of learning interaction students used to know about some training and development, but as per their knowledge and dimension they develop the content and formulate better study arena for students. (See Appendix 4) Conclusion Therefore it can be concluded that all the training issues and development measures are applicable for students enhancement. All possible models are developing the level of understanding for students and showing the easy way of making programs and practices. Analysis Table of key characteristics Resources Key Aspects Gagne et al. 2005 Change in behavior and identify the prior learning process. There are nine steps of learning and identifying the condition and these nine steps are called as the Events of Instruction. All the events are addressing to the objectivities that help to get better progress for students. Dick, Carey and Carey 2005 The model focuses on the inter-relationship between content, contexts and also provides fare knowledge about the behavioral change. The model also set their target audience as well, students who are poor in skills and do not have any prior knowledge about the performance can consider as the target people. Merrill 2002 Program, practice, and variables are sectioning head of this and that showcases better opportunities for learning and providing belief for students. Existing knowledge needs to be found the new knowledge programs and through the demonstration of learner better facilities can be gained by the students or learners. Molenda 2003 Methods and activities like demographical presentation, picture and audio will represent the more chances of understanding for students. Identify the learning outcome and provide demographical presence during the phase is the most effective scenario for this model. References Chai, C.S., Koh, J.H.L. and Chin-Chung, T., 2013.A review of technological pedagogical content knowledge.Journal of Educational Technology Society,16(2). Cook, D.A., Hamstra, S.J., Brydges, R., Zendejas, B., Szostek, J.H., Wang, A.T., Erwin, P.J. and Hatala, R., 2013. Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis.Medical teacher,35(1), pp.e867-e898. Dick, W., Carey, L. and Carey, J.O., 2005.The systematic design of instruction. Gagne, R.M., Wager, W.W., Golas, K.C., Keller, J.M. and Russell, J.D., 2005.Principles of instructional design.Performance Improvement,44(2), pp.44-46. Merrill, M.D., 2002. First principles of instruction.Educational technology research and development,50(3), pp.43-59. Molenda, M., 2003. In search of the elusive ADDIE model.Performance improvement,42(5), pp.34-37. Tess, P.A., 2013. 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