Evaluating Instructional Design Models

            Many aspects must be considered in the process of instructional design such as the learners, environments, and resources. Role of models in instructional design can vary based on its context. Models form representations of reality (Dwika Herdiawan, 2021).  All of these aspects can affect the overall design of instruction so teachers need to carefully consider which models will be most useful to learning at certain times according to the needs presented. Constructing a common framework does not necessarily imply values being placed on models, suggesting that Model A is better than Model B, or that Model A is the correct model. Instead, a frame of reference illustrates how Model A is different from Model B. Perhaps Model A is suited for a different context, level, purpose, and application than Model B (Edmonds, Branch, & Mukherjee, 1994). As an educator, this quote from this week's readings really resonated with me because I think this is in a way what teaching is all about, having the knowledge about multiple things and most importantly knowing what to do with it and when. This is especially vital in instructional design because not all knowledge and models are relevant for each design or lesson. The teacher must be well-versed in various instructional design models and have the ability to decipher between an array of them in order to be able to apply them adequately when needed within certain contexts. Teaching is a delicate balance of many things all working together to achieve successful results derived from instructional design and planning. The exact choice of instructional design models helps us to match the right process with the existing situation (Dwika Herdiawan, 2021).

            It is imperative that instructional designers build their own conceptual framework about various design models in order to analyze which is most appropriate for different needs and situations. Instructional design scholars should be able to form critical opinions about divergent instructional design models, compare and contrast them, and build metatheories to address the complexities of instructional situations (Edmonds, Branch, & Mukherjee, 1994). Constructing a conceptual framework is based on four classifications which are: type of orientation, type of knowledge, required expertise, and theoretical origins.  The following is an overview of each classification: 

Type of orientation- Determine the purpose of the instructional design model such as whether it is descriptive or prescriptive. Descriptive describes a certain learning environment whereas prescriptive is how a learning environment can be altered or constructed.

Type of knowledge- Determine the type of tasks supported whether it be procedural or declarative. Procedural is how to reach a goal and declarative is why we reach a goal. 

Required expertise- Models vary in the degree of expertise one just has to apply it. Here there are three levels which are the movie, intermediate, and expert. 

Theoretical origins- As instructional design evolves, there is a need for models that are not solely based on systematic theories.

            As instructional design will only continue to grow and evolve as theories and frameworks adapt to meet the ever-changing needs of today, the need will grow for designers to be conceptual and adaptive to change. Education is moving to the wave of the future as technology and instructional methods scurry to keep up, the design process must adequately evaluate old and new models to be able to use them adeptly, efficiently,  and effectively because a systematic approach will not always be the practical method. There are instructional design researchers who subscribe to the notion that a systems-based approach is limiting and that instrucitonal situations are chaotic and require much more intuition than systems theory provides (Edmonds, Branch, & Mukherjee, 1994).

Food for thought...

References 

Dwika Herdiawan, R. (2021). INSTRUCTIONAL DESIGN MODELS: SHIFTING THEORETICAL PARADIGMS. Journal of English Language Learning (JELL), 5(1), 72–78.https://media.neliti.com/media/publications/422837-instructional-design-models-shifting-the-1ff53348.pdf

Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994). A conceptual framework for comparing instructional design models. Educational technology research and development, 42(4), 55-72.