Instructional Design Models

Week 1-Activity_History, Ethical Considerations, Accessibility and Artificial Intelligence

About This Page

This is Kassahun Belay, from Ethiopia. I am a professional Certified Development Project Manager (CDPM®), have more than 12 years of practical experiences on development projects and program management with INGOs and big donors specifically on Social and Child Protection programming, women’s & girls’ empowerment, gender equality, education sector, entrepreneurship and business development & management for youths and women. I am very passionate for teachers’ professional development, and initially I used to teach for 2 & half years in Secondary schools and Colleges. In addition, I do have well versed skills and knowledge on research and leadership development. Currently, working with British Council as EES Project Manager on Teachers' Professional Development Programmes with various key stakeholders.

This portfolio is a requirement for the Micro Masters program: Instructional Design and Technology provided by University of Maryland Global Campus (UMGC) on edX. I'm very much excited to get embarked on this journey to learn more on instructional design models to be used for continuous professional development in education and other development sectors.

1.Overview of Accessibility/Universal Design for Learning (UDL)

Accessibility is about creating solutions for a wide range of people by removing barriers for learners with varying levels of (dis)abilities including those related to vision, speech, hearing, learning, cognitive abilities, movement, and ageing, among others. In today's world of technological advancements, focusing attention on accessibility in learning for the modern workforce will enable individual and organisational business success.

Currently, while accessibility in learning is concerned, there is a widely accepted norm that companies are incorporating accessibility while creating content or products for the web. There are two predominant trends of accessibility in learning design include:

A technology-first approach: combining the power of technology with the intelligence and judgement abilities of a human, it is possible to create effective solutions. Assistive technologies such as speech recognition, Braille readers, and reading applications can all be used to develop accessible solutions. Automation can then be used to monitor accessibility errors that can either be fixed automatically or, in tricky situations, be referred to a human expert for further analysis and resolution.
Neurodiversity and accessibility:Neurodiversity, which is often used to refer to cognitive and learning disabilities, such as autism, dyslexia, attention deficit hyperactivity disorder (ADHD), and so forth, has fueled the need for standards that can help develop solutions focusing on people with different learning experiences.

Universal Design for Learning (UDL) is a framework that can guide the development of inclusive learning environments. The UDL was developed in the 1990s and early 2000s by the Center for Applied Special Technology (CAST) as a framework for developing curriculum that is more accessible for all, including students with and without disabilities.

UDL has three principles which are to provide multiple means of 1, representation, 2, action and expression, and 3, engagement. Each of these principles has three guidelines that define how educators and instructional designers can provide options and supports when designing instruction.According to Meyer et al.(2014), the UDL framework, used as part of an instructional design process, provides a structure to proactively design lessons that integrate inclusive strategies and options that can support all learners in the classroom .

A central premise of UDL is that curriculum should proactively be developed with flexible and engaging options that are available to all learners with two fundamental tenets include addressing learner variability and reduce barriers in curriculum and instruction through intentional and proactive design. The ultimate goal of UDL is to develop expert learners.

2.Key learning’s from Topic

The major learning that I learned and understood from this topic is that understanding the impact of accessibility and guidelines of Universal Design of Learning for designing instructional materials better facilitates learning. Because understanding the principles and core values for accessibility and UDL address the needs and interests of learners with different learning requirements and promote a learning setting that will accommodate inclusive learning environment and their diverse needs. The use of tools and multimedia to develop elements will only enhance the learning experience and eventually lead to a successful performer.

In addition, this topic has imparted my learning that digital tools and technologies have features that make it easy to provide multiple means of representation, action and expression, and engagement. By considering the UDL guidelines and making systematic instructional design decisions, educators or teachers can reduce barriers and proactively integrate supports for their learners in the online learning environment.

3.The Implications of Accessibility and UDL for instructional (learning) design.

The accessibility and universal design of learning in instructional design/for learning are significant and far-reaching. So that it has a profound implication.

The instructional designers are highly expected to consider and adhere the following four core Values while developing UDL for instructional or learning.

Valuing learner diversity: Learner difference is considered as a resource and an asset to education.
Supporting all learners: Teachers have high expectations for all learners’ achievements
Working with others: Collaboration and teamwork are essential approaches for all teachers
Personal professional development: Teaching is a learning activity and teachers take responsibility for their lifelong learning.

Good design is accessible design, and its learning is for everyone. To ensure Instructional Design for Accessibility, the designer should consider the following efforts or points.

Accessibility and the law: There are legal as well as ethical reasons that instructional designers need to consider to ensure participation of learners with disabilities.

Technologies for accessibility: Number of tools that provide assistance for learners with disabilities in using the web and other technologies including:

Low tech options.
Mid-tech devices.
High-tech options need to be considered.

Accessibility and eLearning design: While assistive technologies are invaluable in making eLearning accessible, it’s crucial that we consciously design online courses for accessibility. Universal Design (UD) for instruction: A compelling idea in the area of designing for accessibility is the concept of Universal Design. Universal Design (UD) looks at accessibility from the perspective of designing to accommodate a diverse range of consumers (e.g., young people, elderly people, and people with disabilities) and using this awareness to design products that are more functional to a broader range of people.

Validating accessible design: even with the variety of accessibility design guidelines available, it can be difficult for designers to gauge the accessibility of their content. In this case, instructional designers should use a wide range of guidelines for validation, starting with several “easy checks” to determine the accessibility.

Considering all these principles and others not only ensure that education or learning is accessible to all learners, including those with disabilities, but also enhances the overall learning experience for everyone.

Addition Resources or Further References

Basham, J. D., Smith, S. J., & Satter, A. L. (2016).Universal Design for Learning: Scanning for alignment in K–12 blended and fully online learning materials. Journal of Special Education Technology, 31(3), 147–155. https://doi.org/10.1177/0162643416660836
CAST (2018). Universal Design for Learning Guidelines Version 2.2. http://udlguidelines.cast.org
Evmenova, A. S. (2018).Preparing teachers to use Universal Design for Learning to support diverse learners. Journal of Online Learning and Research
Nelson, L. L. (2021). Design and Deliver: Planning and Teaching Using Universal Design for Learning (2nd edition).

Instructional Design Topic & Learning Gap: Accessibility/Universal Design for Learning (UDL).

Week 2:ADDIE Design Model

Overview of the ADDIE Model.

The ADDIE model is iterative meant for refinement and improvement in subsequent cycles of the instructional design process from feedbacks and insights from the evaluation. Its flexibility and adaptability make ADDIE a robust and widely used framework in the field of instructional design, enabling designers to create impactful and learner-centered educational experiences. ADDIE represents the five distinct phases including analysis, design, development, implementation, and evaluation, and the description of each phase is presented as follows.

Analysis: The first phase which focuses on identifying and understanding the instructional problem or learning/knowledge/performance gap. This is a design phase where instructional designers conduct a needs assessment, gathering data about the learners, their current knowledge and skills, and the context in which learning will occur. This phase helps to define clear learning objectives and sets the direction for the entire design process.

Design: In the Design phase, instructional designers create a detailed blueprint for the learning experience. This includes specifying learning objectives, selecting appropriate instructional strategies, and planning the overall structure and content of the course or training program. Designers determine how the learning materials will be organized, what activities and assessments will be used, and how the learner's progress will be measured.

In the design phase, the primary objective is to determine how the learning objectives will be accomplished.

Development: following completion of the design phase, the development phase involves creating the actual learning materials, which could be in various formats such as e-learning modules, textbooks, videos, or interactive simulations. It is under in this phase that collaboration between and/or among subject matter experts, instructional designers, and multimedia developers is required or happening. The goal is to bring the design blueprint to life, ensuring that the content aligns with the learning objectives and engages the target audience effectively.

Implementation: This is ADDIE phase that the instructional materials are rolled out to the learners. This may involve delivering the training in a classroom setting, through an online learning platform, or using a combination of both. Implementation also includes providing necessary training and support to instructors or facilitators who will deliver the content. It's a critical phase where the designed materials are implemented and made accessible to the intended audience.

Implementation: During the implementation phase, the created learning experience is delivered to the target audience. This stage provides a valuable opportunity to test the clarity of instructions, engagement of activities, and gain insights for further improvements.

Evaluation: The Evaluation phase is the final component of the ADDIE instructional design model, and it is a critical step in the process as it helps to assess the effectiveness of the instruction and provides valuable insights for future improvements. This phase involves systematically and thoroughly evaluating the entire instructional design and delivery process by using both formative and summative evaluations as explained below and other methods .

Formative Evaluation: Formative evaluation occurs throughout the instructional design process and is particularly prominent in the Analysis, Design, and Development phases. It involves ongoing feedback and assessment to identify issues, make improvements, and refine the instructional materials. Formative evaluation helps to ensure the instruction is on the right track and aligns with the learning objectives.
Summative Evaluation: Summative evaluation occurs at the end of the instructional program or course. It focuses on assessing whether the intended learning outcomes and objectives have been achieved. This type of evaluation provides a comprehensive overview of the effectiveness of the instruction. Common methods for summative evaluation include assessments, tests, quizzes, and final projects.
2. Implications of the ADDIE Model for instructional (learning) design in Education and Corporate

The ADDIE model has proven to be a versatile and effective framework for designing educational and training programs both in the education and corporate sectors. Its systematic approach to developing instructional materials ensures that learning experiences are well-structured, learner-centered, and aligned with specific goals and objectives. Here's how the ADDIE model is applied in both education and corporate training/workforce development:

Education

K-12 (primary, secondary) and Higher Education: In traditional educational settings, teachers and instructional designers often use the ADDIE model to create curricula and lesson plans. So that learning designers begin with the Analysis phase to understand student needs and curriculum goals. Then, in the Design phase, they craft instructional materials, assessments, and teaching strategies. After developing these materials (Development), designers/teachers implement them in the classroom. The Evaluation phase involves assessing student learning and the effectiveness of the instruction. This cyclical approach helps educators continuously refine their teaching methods.
Online and Blended Learning: The ADDIE model has become especially valuable with the rise of online and blended learning. It helps instructional designers to create an engaging and effective digital courses and materials. The model ensures that the online environment is well-structured, accessible, and aligned with learning objectives. Additionally, the evaluation phase allows educators to gather data on student progress and make data-driven decisions to enhance online learning experiences.

In Corporate/Workforce Development

Orientation and on boarding: in organizations the ADDIE model helps to create structured onboarding programs for new employees.
Compliance and Skill Development: the ADDIE model also helps organizations to develop compliance training and skill development programs for employees.
Professional Development: ADDIE is also used to design professional development programs within organizations. In this context, the model assists in identifying skill deficiencies (Analysis), crafting tailored training programs (Design), developing resources and courses (Development), and implementing training sessions (Implementation). Continuous evaluation helps organizations track employee progress and adapt their professional development strategies accordingly.

In both education and corporate training/workforce development, the ADDIE model provides a structured and adaptable framework for instructional designers and educators. Its emphasis on analysis, design, development, implementation, and evaluation ensures that learning experiences are tailored to the needs of learners and the goals of the program. This results in more effective learning outcomes, whether in classrooms or corporate training rooms.

3.The strengths and limitations of the ADDIE Model in education (K 12 or Higher Education), corporate training, or another professional environment

The Strengths of ADDIE Model

Systematic Approach: ADDIE provides a systematic and structured approach to instructional designing of materials, trainings and projects. It guides designers through a step-by-step process, ensuring a well-organized development of learning materials.
Flexibility: ADDIE is flexible and adaptable. That is why designers can customize each phase to suit the unique needs of the learners, subject matter, and instructional context. This adaptability is especially valuable when designing a wide range of courses or training programs.
Alignment with Objectives: The ADDIE model emphasizes aligning learning objectives with instructional content and assessments. This alignment ensures that the course or training program directly addresses the desired outcomes, leading to more effective learning experiences.
Iterative Nature: ADDIE's iterative nature allows for continuous improvement. Designers can revisit and revise each phase based on feedback and evaluation results, ensuring the instructional materials remain relevant and effective.
Effective Evaluation: The Evaluation phase of ADDIE provides a structured way to assess the effectiveness of instructional materials and make data-driven improvements. This data-driven approach helps organizations refine their training programs over time.

The Limitations of ADDIE Model

Resource-Intensive: The ADDIE model can be resource-intensive, requiring time, effort, and often financial investment. Smaller organizations or projects with limited resources may find it challenging to implement.

Time-consuming: The process, especially if implemented meticulously, can be lengthy. This might not be suitable for situations requiring quick development and deployment of learning materials, and projects required for life saving in a humanitarian response situations or emergency set up.

Lack of Emphasis on Technology: ADDIE does not explicitly address integrating technology into instructional design. In today's digital learning environment, instructional designers often need to consider technology's role in learning experiences, which may require additional frameworks and models.

Potential for Incomplete Analysis: The success of an instructional design project heavily relies on the accuracy of the initial analysis in the Analysis phase: Hence, incomplete or inaccurate analyses can lead to poorly designed learning materials and projects.

Apart from limitations, the ADDIE model has some of the following most common challenges:

Processes typically require unrealistically comprehensive up-front analysis.
Ignores some real-world realities. Opportunities are missed, vital resources aren’t made available, support is lacking, and targets shift.
Poor designs often go unrecognized until too late.
We may tell ourselves that "innovation never stops" but when we follow the same basic processes day in and day out, creativity can become a nuisance.
No place for dealing with faults or good ideas during the process.
Learning programs are often evaluated on their ability to meet deadlines, cost, and throughput and don't focus on evaluating the behavioral changes that result.
The post-test assessment is of little use in improving instruction since it just measures what the student already knows.

Week 3:Activity-Dick and Carey Model & Course Type/Modality

1. Overview of the Dick and Carey Model

The Dick and Carey model is structured approach to designing instruction that is learner-centered and outcome-focused. The Dick and Carey model consists of several key components and phases, each aimed at ensuring that instructional materials are thoughtfully and strategically developed to meet specific learning objectives.

The Dick and Carey model follows a systemic perspective to ensure that the design is coherent, purposeful, and effective in achieving its intended outcomes. This systematic perspective the Dick and Carey model gives due recognition for the four essential components that drive the instructional design process:

Learning Context (Classroom Environment): This component acknowledges the significance of the learning environment in shaping the instructional design. It takes into account the physical and virtual spaces where learning occurs, considering factors like available resources, technology, and classroom dynamics. Because, understanding the learning context helps designers tailor their strategies and materials to fit the specific environment in which instruction will take place.
Content/Subject Area: The model acknowledges that the nature of the subject matter or content being taught plays a crucial role in instructional design. Different topics may require distinct pedagogical approaches, resources, and instructional strategies. By closely aligning the design with the content area's unique characteristics, designers can ensure that the instruction effectively conveys the intended knowledge or skills to learners.
Learners' Behaviors: Central to the Dick and Carey model is the recognition that learners are not passive recipients but active participants in the learning process. The model emphasizes analyzing and understanding learners' behaviors, including their prior knowledge, skills, motivations, and learning styles. This learner-centric approach ensures that instructional strategies are tailored to engage and support learners effectively.
Instructional Strategies: The model underscores the importance of selecting appropriate instructional strategies that align with the learning context, content, and learners' behaviors. These strategies encompass various aspects of instructional design, such as content sequencing, media selection, assessment methods, and delivery modes. The goal is to choose strategies that facilitate effective learning experiences.

In sum, the Dick and Carey instructional design model offers a systematic and structured approach to instructional design, with a strong focus on alignment and iterative improvement. Its strengths lie in its systematic approach, alignment, and flexibility, while its limitations include complexity, resource-intensiveness, and potential rigidity. Instructional designers should carefully consider their specific context and goals when deciding whether to use this model or opt for a different instructional design approach that better suits their needs.

2. The Implications of the Dick and Carey model for instructional (learning) design.

The Dick and Carey instructional design model has attracted widespread application in various educational and corporate training contexts due to its comprehensive and systematic approach. Because it has found to be thoroughly analyzed alignment and iterative development as a valuable framework for designing effective learning experiences. The Dick and Carey instructional design model is versatile and adaptable, making it suitable for a wide range of educational and training scenarios. Its emphasis on analysis, alignment, and iterative development helps ensure that learning experiences are well-crafted, learner-centered, and effective in achieving desired outcomes. Whether in higher education, corporate training, K-12 settings, online learning, or professional development, this model provides a structured approach to instructional design that enhances the quality of learning and training programs.

The following are its practical applications in education and corporate training sectors.

Education Sector:

In Higher Education: In higher education, the Dick and Carey model is often employed to develop courses and curricula as instructors and instructional designers use its detailed analysis phase to identify specific learning objectives, learner characteristics, and assessment strategies. The model helped them to ensure that courses are well-structured, aligned with objectives, and responsive to the needs of diverse student populations. For example, in university courses, it's common to see the model applied in the design of syllabi, assignments, and assessments.
K-12 Education: The Dick and Carey model helps teachers to design effective lesson plans and teaching materials for K-12 education. They use the model's analysis phase to assess the prior knowledge and learning needs of their students. They then design instructional strategies and materials that cater to different learning styles and abilities. The model's alignment component ensures that lesson plans align with educational standards and desired learning outcomes.

In Corporate Set ups

Corporate Training: In the corporate world, organisations utilise the Dick and Carey model to create training programs that address employee skill gaps and business objectives. Corporate benefit from its extensive analysis phase to identify performance discrepancies, to develop precise learning objectives, and design tailored training materials. The model's iterative nature allows for adjustments based on feedback and evolving business needs. It's especially useful for compliance training, product training, and employee on-boarding in the corporate set up.

3. The Strengths and Limitations of the Dick and Carey model in education (K 12 or Higher Education) and corporate training

The Dick and Carey instructional design model offers several strengths but has some limitations that instructional designers should consider when deciding whether to use this model. Here are some of the strengths and limitations of the Dick and Carey model:

Strengths of the Dick and Carey Model

Systematic Approach: One of the primary strengths of the Dick and Carey model is its systematic and structured approach to instructional design. The model emphasizes careful analysis, clear objectives, and alignment between instructional components. This systematic approach ensures that instructional materials are well-organized and focused on achieving specific learning outcomes.
Alignment: The model places a strong emphasis on alignment, ensuring that instructional objectives, assessments, and materials are closely matched. This alignment helps to create effective and coherent learning experiences where learners can clearly see the connection between what they are learning and how they are being assessed.
Iterative Design: The Dick and Carey model encourages an iterative design process. This means that instructional designers can gather feedback from formative evaluations and make improvements to the instruction before final implementation. This iterative nature allows for continuous improvement and refinement of instructional materials.
Flexibility: While the Dick and Carey model provides a structured framework, it is also flexible enough to accommodate a variety of instructional contexts and subjects. Designers can adapt the model to suit the needs of different learners and instructional situations.

Limitations of the Dick and Carey Model

Complexity: The Dick and Carey model can be complex and time-consuming, especially for novices in instructional design. The ten-step process, while thorough, may require a significant investment of time and resources.
Resource-Intensive: Implementing the Dick and Carey model may require access to various resources, including subject matter experts, technology, and assessment tools. Smaller organizations or those with limited resources may find it challenging to fully implement this model.
Overemphasis on Analysis: While analysis is crucial in instructional design, the Dick and Carey model front-loads the process with extensive analysis. This may lead to an extended design phase, potentially delaying the development and implementation of instructional materials.
Not Ideal for All Situations: The model emphasis on analysis and alignment may not be suitable for all instructional situations. Some projects may require a more agile or rapid development approach, and the Dick and Carey model may feel overly prescriptive in such cases.

Week 4_Activity-Understanding by Design (UbD)

1. Overview of the Understanding by Design (UbD) Model

The UbD model is a backward design or planning which starts with end goal in mind instead of content delivery or activities, and it is developed by Grant Wiggins and Jay McTighe.It has three major design stages as indicated in below figure.

Image Source:iTeachU Backward Design

The first stage of the UbD (Backwards Design) model is meant for identification of desired results, and it is the foundation for the entire UbD process, in guiding educators for setting clear learning objectives and outcomes before developing instructional activities and assessments.

The primary focus of UbD is on results, and it encourages educators to consider the broader goals of education, the transferability of knowledge and skills to real-world contexts, and the cultivation of a deep and lasting understanding of key concepts.

When benefits of UbD are concerned,the backward design is focused primarily on student learning and understanding. When teachers are designing lessons, units, or courses and projects, their focuses have to be not on the activities and instruction rather than the outputs of the instruction. The UbD backward design is beneficial to instructors because it innately encourages intentionality during the design process. It continually encourages the instructor to establish the purpose of doing something before implementing it into the curriculum. Therefore, backward design is an effective way of providing guidance for instruction and designing lessons, units, and courses. Once the learning goals, or desired results, have been identified, instructors will have an easier time developing assessments and instruction around grounded learning outcomes.

2. The Implications of the UbD) Model for instructional (learning) design

Its focus or orientation to results and outcomes fetched the Understanding by Design (UbD) model’s in various educational and corporate training contexts for its application. The following are overviews as how UbD is applied in education and corporate training contexts.

In Education Sector:

Higher Education: In higher education, the UbD designers applied it to design course syllabi, assignments, and assessments that emphasize conceptual understanding and application of knowledge. They also employed it to ensure that course content aligns with program and learning objectives. It helps them to focus on designing meaningful assignments that challenge students to think critically, analyze information, and demonstrate their understanding through various forms of assessment, such as essays, projects, and presentations. UbD also supports the development of capstone courses and research projects, enabling students to integrate their learning across their academic journey.

K-12 Education: The UbD is widely used in K-12 education to design curriculum and lesson plans that prioritize student understanding and deep learning. Teachers begin by identifying specific learning outcomes and standards, ensuring that their instruction aligns with these goals. They design assessments that not only measure content knowledge but also assess students' ability to apply, analyze, and synthesize information. In K-12 education, the UbD encourages educators to create engaging and authentic learning experiences that foster critical thinking and problem-solving skills. This approach benefits students by moving away from memorization-based teaching toward comprehension and transfer of knowledge.

Corporate Training: In the corporate world, UbD is applied to develop training programs that focus on employee skill development and business objectives. Organizations use this framework to design training modules, workshops, and eLearning courses that align with the desired competencies and outcomes. Corporate trainers create assessments that measure not only knowledge acquisition but also the application of skills in real-world scenarios. UbD helps organizations to ensure that their training efforts result in employees who can apply what they've learned to enhance their job performance.

In sum, the Understanding by Design (UbD) model is a versatile framework applied across a wide range of educational and training settings. Whether in K-12 education, higher education, professional development, or corporate training, UbD guides the development of curriculum, assessments, and learning experiences that prioritize meaningful understanding, alignment with objectives, and the transfer of knowledge and skills. Its adaptability and focus on learning outcomes make it a valuable tool for educators and trainers seeking to enhance the quality and effectiveness of their programs.

3. The Strengths and Limitations of the UbD Model in education (K 12 or Higher Education), and corporate training

The Understanding by Design (UbD) model is a popular instructional design framework that offers several strengths but also comes with certain limitations.

Strengths of the UdD Model

Emphasis on Learning Outcomes: The UbD places a strong emphasis on clearly defined learning outcomes. It encourages educators to start with the end in mind, ensuring that instructional goals are well-defined, aligned with standards, and focused on fostering deep understanding and transfer of knowledge.

Backward Design: One of the model's key strengths is its backward design process, which contrasts ADDIE or Dick and Carey. Starting with the end goals and working backward helps to ensure that all aspects of the curriculum/course, including assessments and learning activities, are closely aligned with the desired results. This alignment is critical for effective teaching and learning.

Focus on Understanding: UbD prioritizes the development of students' understanding rather than rote memorization or surface-level learning. The model's emphasis on the seven tenets (principles) encourages educators to design learning experiences that promote higher-order thinking skills and meaningful comprehension.

Its Flexibility and Adaptability nature made the UbD to be applied across various subjects, grade levels, and educational contexts. So that it gives an opportunities for Educators to tailor the model to suit their specific needs and adapt it to different teaching situations.

Limitations of the UbD Model

Its Complexity nature of the UbD and time-consumption for implementation becomes difficult especially for educators who are new to the framework. The detailed planning and alignment required may be challenging for some teachers too.

Resource-Intensive: Effective implementation of UbD often requires access to various resources, including time, professional development, and educational materials. Not all schools or educators may have the necessary resources to fully implement the model.

Limited Guidance on Specific Strategies: The UbD provides a framework for curriculum design but offers limited guidance on specific instructional strategies and methods. Educators may need to seek additional resources or training to translate the framework into practical classroom strategies.

Assessment Challenges: Designing authentic assessments that align with the UbD framework can be challenging. Because creating assessments that accurately measure deep understanding and transfer of knowledge requires careful thought and expertise some times.

In short, the Understanding by Design model offers a robust framework for curriculum design, with strengths including a focus on learning outcomes, backward design, and an emphasis on understanding. However, it also has limitations related to complexity, resource requirements, the need for additional instructional strategies, and assessment challenges. As with ADDIE and Dick and Carey, educators should carefully consider these factors when deciding whether to implement UbD in their teaching practices.

Week 5: Rapid Instructional Design Approach and Learning Activities

A. Overview of the Rapid Instructional Design approach

Rapid instructional design is a contemporary approach to instructional design with great attentions to efficiency, agility, and responsiveness of courses, training, curricula, and projects. The rapid design approach has gained widespread popularity in recent years due to the increasing demand for quick and effective eLearning solutions as well. This is due to the fact the rapid approach has its ability to respond swiftly to changing learner needs or organizational requirements.

In addition, rapid instructional design approach allows instructional designers to be nimble/agile/quick and adaptable in circumstances where an updating existing courses, creating short microlearning modules, or addressing urgent training needs are required. This responsiveness nature is particularly valuable in industries and organizations where information and skill requirements evolve quickly.

Although rapid instructional design approach may not be suitable for all instructional situations, but it’s important to note that it is best suited for scenarios where immediate learning solutions are required, such as compliance training updates, software application training, or quick knowledge transfer. Because the rapid instructional design approach offers numerous advantages in terms of speed and adaptability.

In sum, rapid instructional design approach doesn't follow a fixed, structured pattern, rather, it's a flexible approach that can unravel in various directions to meet specific instructional needs. Rapid instructional design doesn't replace established models like ADDIE but offers a different perspective. It's more like a toolkit, allowing instructional designers to pick the right yarn (tools and strategies) to knit together custom solutions quickly. This approach acknowledges that one size doesn't fit all, and sometimes, a bit of creativity and adaptability is needed to craft effective learning experiences.

B.The Implications of the Rapid Instructional Design approach for instructional (learning) design.

It is apparent that the rapid instructional design approach has versatile applications across various educational and training contexts. Its ability to expedite content development, adapt to changing needs, and deliver timely learning experiences makes it a valuable tool for educators, instructional designers, and organizations striving to meet the dynamic demands of modern learners and professionals.

In Corporate Training: As many organisations often require quick responses to changing industry trends, compliance requirements, or employee skill/knowledge gaps, and timely training & development, so that rapid instructional design is particularly valuable in the corporate world. Rapid design allows instructional designers to create and deploy training modules quickly, ensuring employees receive up-to-date information and skills without lengthy development cycles. This approach is well-suited for employee on boarding, product training, and soft skills development in different corporate.
For Higher Education: Rapid instructional design is applied to develop online courses, particularly for elective or specialised subjects that may require frequent updates. It allows universities and colleges to respond quickly to student demand for specific classes or adapt to changes in curriculum requirements. Educators can use rapid design to create engaging and interactive online learning experiences that cater to the diverse needs of today's college students.
K-12 Education: In K-12 (primary/secondary) education, rapid instructional design is used to develop supplementary materials or to adapt existing curriculum resources for online or blended learning environments. Teachers and curriculum developers can create engaging digital content, such as interactive lessons, quizzes, and multimedia resources, to support classroom instruction or remote learning initiatives. Rapid design also facilitates the development of personalised learning pathways to meet individual student needs.
Nonprofit and Social Learning: Organisation and nonprofits engaged in social learning and community education programs can leverage rapid instructional design to disseminate knowledge quickly. Whether delivering health and wellness information to undeserved populations or providing skill-building workshops to community members, the rapid approach allows for the timely creation of accessible and impact learning resources.

Short-Term Workshops and Seminars (all contexts): Rapid instructional design is ideal for short-term workshops, seminars, or one-time events, which are common in all education contexts, from teacher in-services to professional development in the corporate environment. Other examples may include training sessions for volunteers, informational webinars, or public awareness campaigns. Rapid design can create focused, concise, and engaging content that delivers specific learning outcomes within a short time frame.

In short, the rapid instructional design approach helps instructional designers to perform activities in different areas, such as consulting with the client, project management, design, develop animations, content, coding, testing, etc.

C.The Strengths and Limitations of the Rapid Instructional Design approach in education (K 12 or Higher Education), corporate training, or another professional environment

The Strengths of Rapid Instructional Design

Applying a rapid instructional design approach for developing learning experiences offers several strengths (or advantages) that align with the dynamic and fast-paced nature of modern education and training. Here are some key benefits of adopting this methodology:

Speed and Efficiency: As the name suggests, rapid instructional design allows for swift development and deployment of online learning materials. This approach is particularly advantageous when there's an urgent need for training or when content must adapt quickly to changes in the industry or regulatory requirements. Unlike traditional instructional design models, the rapid design can significantly shorten the development timeline, getting critical knowledge and skills into the hands of learners more rapidly.

Responsiveness to Change: In today's ever-evolving educational landscape, staying up to date is crucial. Rapid instructional design excels in situations where content must be continually updated or adapted to reflect new information, technologies, or best practices. This responsiveness ensures that online learning experiences remain relevant and effective, even in fast-changing industries.

Cost-Effectiveness: Rapid design can be a cost-effective solution, particularly when compared to the lengthy and resource-intensive processes associated with traditional models. With shorter development cycles and reduced demands on resources, organisations can allocate their budgets more efficiently and achieve a higher return on investment.

Stakeholder Collaboration: The iterative nature of rapid instructional design encourages frequent interaction and feedback from stakeholders, including instructional designers, subject matter experts, instructors, and learners. This collaboration ensures that the final product aligns closely with the learning objectives and meets the needs of the target audience. The ability to incorporate real-time feedback enhances the quality and relevance of the learning experience.

Learner Engagement: Rapid instructional design often incorporates multimedia elements, interactive activities, and engaging assessments that enhance learner engagement. This interactivity can significantly improve the learning experience, making it more enjoyable and effective. Interactive elements can also accommodate various learning preferences, catering to a broader range of learners.

Adaptability to Various Platforms: Online learning experiences developed through rapid design are often designed to be responsive, meaning they can adapt seamlessly to different devices and screen sizes. This adaptability ensures that learners can access the content on desktops, laptops, tablets, and smartphones, providing greater accessibility and flexibility.

Continuous Improvement: The iterative nature of rapid design promotes a culture of continuous improvement. As each iteration incorporates feedback and insights from learners and stakeholders, the online learning experience becomes more refined and effective over time. This focus on ongoing enhancement helps organisations stay competitive and deliver high-quality training.

Alignment with Modern Learners: Rapid instructional design aligns with the expectations of today's learners, who are accustomed to accessing information quickly and on-demand. This approach caters to the preferences of learners who value flexibility, self-paced learning, and immediate access to relevant content.

Rapid instructional design offers a flexible, cost-effective, and efficient approach to developing online learning experiences. It allows organizations to stay agile in a rapidly changing educational landscape, respond to emerging needs, and continually enhance the quality of their training programs while keeping learners engaged and informed. Review the video below for more on the advantages of using the rapid approach to instructional design.

The Limitations of Rapid Instructional Design

While rapid instructional design offers numerous strengths, it is important to consider its limitations and potential disadvantages when developing online learning experiences. Some disadvantages of the rapid approach include:

Reduced Depth and Breadth: Due to the fast-paced nature of rapid instructional design, there may be limitations in the depth and breadth of content coverage. In some cases, critical concepts or skills may be oversimplified or omitted to meet tight development timelines. This can impact the quality and comprehensiveness of the learning experience, particularly for complex or in-depth subject matter.

Limited Interactivity: Rapid instructional design often relies on existing templates and standardized formats to expedite development. While this can speed up the process, it may result in limited interactivity and engagement options. Highly interactive and immersive learning experiences may require more time and resources than rapid design allows, potentially leading to a less engaging and effective online course.

Shallow Assessment: Rapid design may prioritise the creation of content over the development of robust assessment methods. This can lead to a reliance on basic quizzes or assessments that do not effectively measure learner understanding or application of knowledge. In-depth, authentic assessments that align with learning objectives may require additional time and effort to create.

Potential for Overlooking Learner Needs: Rapid design's focus on efficiency and speed may lead to a limited understanding of the unique needs of learners. Thorough learner analysis and customization of content to meet diverse learning styles and preferences may be sacrificed in favor of expediency. Neglecting to consider individual learner requirements can result in a less effective and engaging online learning experience.

Quality Assurance Challenges: The rapid development process can make it challenging to implement thorough quality assurance and testing procedures. As a result, issues related to content accuracy, functionality, and accessibility may go undetected until the learning experience is deployed to learners, potentially leading to disruptions and negative learner experiences.

Less Flexibility for Complex Projects: While rapid design excels in scenarios where speed and agility are paramount, it may be less suitable for complex projects that require extensive customisation, intricate simulations, or adaptive learning pathways. Such projects may benefit from the more extended development timelines and resources provided by traditional instructional design models.

Week 6:SAM Model and Minicourse ID Model

A. An overview of SAM, including a brief description of the three phases

The Successive Approximation Model (SAM) is an innovative and dynamic instructional design framework giving due attention to collaboration, flexibility, and iterative development of learnings and projects. It is majorly characterized by its agile and responsive approach to instructional design, and SAM model is particularly well-suited for projects where change is frequent, and the need for rapid development and deployment of effective learning materials is paramount.

One of SAM's distinguishing features is its iterative and responsive nature as SAM gathers feedbacks and incorporates regular review and refinement throughout the development journey. This approach reduces the risk of costly revisions late in the process and ensures that the final product is closely aligned with learner needs and objectives.

SAM designing model is divided into three key iterative phases:

1.Preparation: The initial phase of SAM where a close collaboration between and among instructional designers, subject matter experts (SMEs), and stakeholders is happening. The major goal is to gather essential information about the project's goals, target audience, learning objectives, and existing resources. This is a phase of SAM model where project’s blueprint is created, outline of the overall scope and design strategy made. In this phase SAM encourages the identification of high priority learning objectives to ensure that the most critical content is addressed promptly.

2.Iterative Design: This is SAM model phase where designers create a rough prototype or "Alpha" version of the instructional materials which serve as a working draft that allows stakeholders and SMEs to provide feedback. At this phase, the emphasis is on content organization, instructional strategies, and the overall structure of the learning experience. SAM encourages a focus on function over form at this stage, promoting rapid development over perfection.

3.Iterative Development: This is the 3rd phase of SAM model where the instructional design takes shape, evolves, and is refined through a series of iterative cycles. This phase involves creating and testing design elements, leading to progressively refined prototypes. The iterative process allows for continuous improvement and alignment with project goals and learner needs. This Iterative Development Phase includes Design Proof, Alpha,Beta,Gold and Rollout- the instructional materials are implemented to the broader audience of learners.

B.The implications of SAM for instructional (learning) design.

Like the rapid approach, the Successive Approximation Model (SAM) finds valuable applications in both education and training due to its accelerated nature and learner-centered approach to instructional design. Unable to meet learners needs might have various implications in learning.

In Corporate Training: In the corporate world, SAM is helpful for delivering timely and relevant training to employees. It's particularly useful for employee onboarding, product training, and soft skills development in different corporates. SAM’s iterative nature also enables instructional designers to quickly create and deploy training materials.

In Education Sector

In Higher Education: SAM model is applied to create an engaging and effective online course for learners. Educators and designers use SAM to develop courses that are responsive to student feedback and changing curriculum requirements. The model's emphasis on prototyping and frequent evaluation can help to ensure that online courses remain up-to-date and effective.

In K-12 Education: SAM can be adapted for K-12 (primary and secondary) education, particularly for creating digital learning resources. Teachers and curriculum developers can design interactive lessons, multimedia content, and assessments using SAM. SAM's collaborative approach allows educators to work closely with students to co-create content and tailor it to individual learning needs. It's especially beneficial to develop supplementary materials to support traditional classroom instruction or facilitate remote and blended learning.

In Nonprofit and Social Learning: Organizations and nonprofits engaged in community education and social learning programs can benefit from SAM in conducting skill-building workshops. SAM also enables them to create timely and impactful learning resources. Its adaptability and focus on learner need align with community-based and social learning initiatives.

Short-Term Workshops and Seminars (in all contexts): SAM is ideal for designing short-term workshops, seminars, or one-time events, which are common in various contexts, from teacher in-services to corporate training sessions. Its ability to create focused, engaging, and effective content within a short timeframe makes it a valuable tool for instructors and organizations aiming to deliver specific learning outcomes.

The Successive Approximation Model (SAM) has versatile applications in education and training, catering to the dynamic demands of modern learners and professionals. Its iterative and collaborative approach allows for developing engaging and effective learning experiences across various contexts, ensuring that instructional materials remain responsive to learner needs and evolving requirements.

C.The Strengths and limitations of SAM in education (K 12 or Higher Education), corporate training, or another professional environment.

The Successive Approximation Model (SAM) has several strengths and limitations that influence its application in its approach, stakeholders’ engagement and in addressing the dynamic world and needs of learners.

The Strengths of SAM Model

Iterative Approach: One of the primary strengths of SAM is its iterative nature. It emphasizes continuous cycles of design, development, testing, and refinement. This iterative process allows for ongoing improvements based on feedback, ensuring that the final instructional materials are effective and aligned with the learning objectives.
Stakeholder Collaboration: SAM promotes collaboration among instructional designers, subject matter experts, project managers, and learners. Early involvement of stakeholders, especially in the "Savvy Start" phase, fosters clear communication and alignment of goals, resulting in more relevant and engaging instructional content.
Flexibility and Responsiveness: SAM is highly adaptable and responsive to changing needs. It accommodates adjustments during the design process, making it suitable for projects where requirements may evolve or where quick responses to updates and revisions are necessary.
Focus on Learner Needs: SAM places a strong emphasis on meeting learner needs and expectations. By involving learners and obtaining their feedback throughout the design process, instructional materials can be tailored to address specific preferences and requirements, ultimately enhancing the learning experience.

The Limitations of SAM Model

Resource-Intensive: SAM can be resource-intensive, particularly regarding time and personnel. The iterative cycles, frequent feedback, and collaborative nature of the model may require substantial effort and resources, which may not be feasible for all projects.
Complexity: While SAM's iterative approach is a strength, it can also be a drawback for simpler projects. For straightforward instructional design tasks, the model's structured phases and iterative cycles may introduce unnecessary complexity and lengthen the development timeline.
Potential for Scope Creep: The iterative nature of SAM may lead to scope creep if not managed carefully. Frequent changes and refinements can expand project scope beyond initial expectations, potentially impacting timelines and budgets.
Learning Curve: Implementing SAM effectively requires a solid understanding of the model and its phases. For instructional designers and teams less familiar with SAM, there may be a learning curve, which could affect the efficiency of the design process.

The Successive Approximation Model (SAM) offers a flexible and iterative approach to instructional design, which can be highly effective for complex projects with evolving requirements and a strong emphasis on learner-centered design. However, its resource-intensive nature and potential complexity may not suit every project. Instructional designers and project managers should carefully assess the project's needs and constraints to determine whether SAM is the most appropriate model to use. When applied correctly, SAM can result in engaging and effective instructional materials that meet the needs of both learners and stakeholder.

Week 7:Learning Objectives, Bloom’s Taxonomy and Resources

An overview of the differences between course learning outcomes and learning objectives, including a brief description of each.

The course learning outcomes are also termed as terminal learning objectives (CLOs) or course goals. They are broad and will require multiple steps to be employed by designers to achieve. Their broader statements about the ideal outcomes of an entire course represent the overall purpose of the whole of learning tasks.

Course learning outcomes also serve as the overarching goals of an educational experience in defining the knowledge, skills, and abilities that students or learners are expected to acquire by the end of the course. So that, they provide a high-level view of what learners should achieve and the broad areas in which they will demonstrate their competency by setting the direction for the entire learning experience, by providing a roadmap for instructional designers and educators to create meaningful content, activities, and assessments.

Examples: At the end of MEAL framework training, the training participants and/or audiences will able to:

Identify the importance and roles of MEAL in English Programmes.
Validate why Learning is important and create an enabling environment for learning.

Learning objectives, on the other hand, break down those overarching course outcomes or goals into manageable, actionable steps. Because of this learning objectives often referred to as enabling objectives. The learning objectives play a pivotal role by outlining specific, measurable, observable, and achievable targets for each section or module, and because of this they are termed as the building blocks of the course. Learning objectives also play a paramount importance in providing clear and detailed objectives and making the learning process more structured and manageable for both educators and students in shorter periods. For instance, Module/weekly learning objectives help and enable course learning outcomes by giving learners with a sense of direction, purpose, and focus towards achieving the broader course outcomes or goals.

Moreover, learning objectives are more student-centric and focus on how students will demonstrate their achievements.

In short, learning objectives ensure that learners understand what is expected of them at each stage of the course and allow educators to design relevant content, assignments, and assessments that facilitate the progression toward the desired learning outcomes.

Examples: After completion of Logical framework(log-frame) training under MEAL framework, the training participants and/or audiences will be able to:

Develop an outputs, outcomes, and Impact level indicators for English Programmes.
Differentiate and categorize the output, outcomes, and impact level indicators for English Programmes.

2.An overview of Bloom's Taxonomy with brief descriptions of each level

Bloom's Taxonomy is a fundamental framework for instructional designers and educators, developed by Benjamin Bloom in the 1950s and later revised by a group of cognitive psychologists in 2001.

The Benjamin Bloom’s Taxonomy broke learning objectives down into domains as:

Cognitive: which involves acquiring knowledge and comprehending facts and concepts. It is the essential domain which allows designers or instructors to craft objectives and learning targets, construct questions, and design assessments.

Affective: This domain involves learners to affectively and emotionally engage with the material they are learning, the likelihood that they will learn and utilize the information from learning.

Psychomotor: The psychomotor domain depicts the ability to utilize an object, such as a tool, physically, and this domain moves the learner from basic sensory cues for using a new device to adapting and extrapolating a tool in a new context.

Further, Bloom Taxonomy classifies educational objectives and cognitive skills into a hierarchical structure to allow or to enable a more organized and systematic approach to teaching and assessing learning. The taxonomy consists of six distinct levels, each representing a different cognitive domain as explained below:

Remembering: At the base of the taxonomy is the "remembering" level, which involves recalling and remembering information such as facts, terms, or basic concepts. Instructional designers can create objectives at this level when the goal is to ensure learners have a foundational understanding of key concepts.
Understanding: Moving up, "understanding" involves grasping the meaning of information. Learners can explain concepts in their own words and demonstrate comprehension. Designers can craft objectives that require learners to summarize, interpret, or paraphrase content.
Applying: The "applying" level involves using knowledge in new and practical situations. Learners can take what they've learned and apply it to solve problems or complete tasks. Objectives here may focus on the application of principles or procedures in real-world scenarios.
Analysing: The "analysing" level encourages critical thinking. Learners break down information into its component parts, identifying patterns, relationships, or underlying structures. Designers can create objectives that require learners to compare, contrast, or evaluate information.
Evaluating: The "evaluating" level involves making judgments or assessments based on criteria. Learners can critique, appraise, and defend their own viewpoints. Objectives may require learners to make informed judgments or assessments.
Creating: At the top of the taxonomy is the "creating" level, where learners generate new ideas, products, or solutions. This is the highest cognitive level, and objectives at this level encourage learners to design, invent, or construct new knowledge.