Instructional system designs involve a systematic process for the assessment and development of training solutions, designed specifically for the purpose of formal training delivery.

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ADDIE Model

Analyze -

In the analysis phase of the ADDIE Model the instructional problem is identified. The instructional goals, success metrics, and overall objectives are also established. Information regarding the learner such as the learning environment, preferences, demographics, and existing knowledge and skills are also identified during this phase. 

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​Design -

The design phase of the ADDIE Model nails down learning objectives, instructional methods and activities, storyboards, content, subject matter knowledge, lesson outlines, and media assets.

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Develop -

The development phase of the ADDIE Model is where instructional designers develop the content and learning interactions outlined in the design phase. During this phase, content is written, and graphics, audio, and photography are also produced and assembled.

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Implement -

During the implementation part of the ADDIE Model, the instructional designer delivers the content and materials to Learning Management Systems (LMS) or directly to the trainer for live training events. The instructional designer also provides the training needed to trainers, facilitators, SME's or instructors. 

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Evaluate -

During the evaluation phase of the ADDIE Model, the instructional designer determines what success will look like and how it will be measured. Often times, the evaluation consists of two phases: formative and summative. Formative evaluation is iterative and is done throughout the design and development processes. This occurs all throughout the ADDIE process. Summative evaluation consists of tests that are done after the training materials are delivered. The results from these tests help to inform the instructional designer and stakeholders on whether or not the training accomplished its original goals outlined in the analysis phase.

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SAM Model 

"SAM is a different approach to the development of instructional design products that addresses the performance need through iterations, repeated small steps, rather than with perfectly executed giant steps. SAM challenges the notion of moving through a linear process (like ADDIE) from Analysis to Evaluation as an effective strategy for designing learning events intending to produce greater performance. SAM addresses the roadblocks we all face (product quality, meeting timelines and budgets, and managing SMEs). Most importantly, SAM is an agile e-learning development process built specifically for the creation of performance-driven learning. Below are the core phases:

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Preparation:

Instead of starting with a long, drawn-out evaluation of the existing or “needed” content, SAM starts with the preparation phase—where you gather information and get all the background knowledge. This is intended to be a very quick phase.
 

Iterative Design:

This phase begins with the Savvy Start, the initial collaborative brainstorming meeting that establishes the foundation for a successful project. The Savvy Start focuses primarily on performance and will serve as the project kickoff meeting and the main environment for all project team members to converse. Throughout the Savvy Start and the Iterative Design Phase, your team will be rotating through design, prototype, and review.
 

Iterative Development:

Much like the Iterative Design Phase, in the Iterative Development Phase your team will rotate through development, implementation, and evaluation. You’ll start with your design proof, moving to Alpha and Beta, before finally rolling out the Gold. As the instructional product is being developed, you continually analyze and evaluate, so that at any point if a change needs to occur, it can happen quickly and limit any risk of the project moving out of budget or time." Source: www.alleninteractions.com

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Cathy Moore's Action Mapping 

"Action Mapping is a quick, effective, and visual way to design compelling learning experiences for instructional products including eLearning, simulations, and in person training events. It is called action mapping because it helps change what people do, not just what they know. It helps to design action-packed materials that are 100% dedicated to improving business performance. Additionally, it can keep stakeholders from adding extraneous information." Source: www.blog.cathy-moore.com

 

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Learning Circle Framework

Are you looking for a simple and modern learning design model that meets the needs of todays fluid workforce? Instructional Design Central (IDC) has created a three phase, easy-to-follow framework to rapidly build and present your learning design strategy—we call this The Learning Circle Framework. The Learning Circle Framework is founded on modern learning design and product development principles. See an overview of The Learning Circle Framework.

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https://www.instructionaldesigncentral.com/instructionaldesignmodels

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Robert Gagne's Nine Events

1. Gain the attention of the students with a good introduction, For example, introduce a stimulus that catches and engage their brain to get the attention of the learners(novel ideas or thought-provoking question, etc.).

2. Inform students of the objectives -Establish the expected outcomes and learning objectives very clearly to the learners and they should also be aware of the criteria for measuring achievement.

3. Stimulate recall of prior learning -Leverage the existing knowledge of the learner before introducing new knowledge and build on it which means to make the students familiar to the new information by relating it to something they already know or something they have already experienced.

4. Present the content – Deliver the content in an easily consumable chunk so that there is no information overload.

5. Provide learner guidance – All the learners are not experts and might require assistance at several points. If the learners feel that they are not getting proper assistance, there can be learning disengagement.

Examples, case studies, and other instructional support can be used to supplement the content.

6. Elicit performance -Engage them with different activities that recall, utilize, and evaluate knowledge to elicit their performance.

7. Provide feedback -Reinforce knowledge with immediate feedback (informative, remedial, corrective, etc.)

8. Assess performance -Test their knowledge with established criteria. Ensure that the learners should be well aware of this assessment.

9. Enhance retention and transfer to the job- Use content retention strategies to ensure that there is proper memory retention and make the learners apply it in the real working environment.

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Technology and Learning

The four stages are planning, acting, developing, and reflecting.

1. The planning stage: identifies and limiting the topic, gathers information, reviews related literature, and develops a research plan. The stage helps narrow down the subject matter that will be examined.

2. The acting stage: Implements the plan and start the collecting of data, analyze the data. If the data does not add up, then there is an obvious problem. As data is collected, if it does not seem to be accurate or lead up to expectations, then the planning should be reconsidered.

3. Developing: Develops the action plan.

4. Reflecting stage: sharing and communicating of results and reflects on the process. After reflecting on the problem and the results, maybe there should be some adjustments to the original planning stage or any other stage that would change the end results/

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