Traditional Insturctional Design Thoeries

Instructional Design

The traditional Instructional Design Model follows the ADDIE method:

ASSESS         In the Assessment process, the instructional designer does a needs analysis of the learner's current skillset and compares it with the desired outcome of the learning.  The performance gaps are defined and the training intervention is created.

DESIGN          In the Design phase the instructional designer determines the learning objectives to be met, and the type of training process is selected. The form of the intervention is chosen: will it be a classroom or online program, a self study or collaborative type of project?

DEVELOP
         In the Development phase, the instructional designer works with subject matter experts to pull the content into the program. The instructional designer's role is to ensure that the instructional methods and presentation accomplish the goals of the course, and the subject matter expert's job is to ensure the accuracy of the content.

IMPLEMENT         In the Implementation phase, the training program is presented to the learners. Depending on the type of program, the learners either attend classes, read manuals, experience simulations, do exercises or any of a number of techniques to grasp the content.

EVALUATE
         In the Evaluation phase the overall program is analyzed. Did the learners meet the goals of the program? Did they gain knowledge, change behavior or attitudes, or gain the desired skills? Assessments are generally made in one or more of four levels:

Kirpatrick Model of Evaluation
Level One Reaction	These are often referred to a smile sheets. A series of Likert scales are used to assess the learner's reactions to the instruction, course material, content. Additional write in comments are encouraged. The information is statistically analyzed to provide a learner satisfaction score about the program.
Level Two Knowledge	Level Two evaluations are generally given as a pretest and post test to measure the knowledge gained by the students in the class. The pretest measures the knowledge before the program, and the post test measures the information after the program. These are generally question and answer, paper based tests, although the questions may be given orally.
Level Three Behavior	Level Three evaluations are given by an observer, generally the trainer or supervisor to the learner, by utilizing a checklist and watching the learner using the new skills and concepts on the job.
Level Four ROI	Level Four evaluations measure the impact of financial change that occurred as a result of the training intervention, less the cost of the training program. Questions regarding productivity and reduction of errors are used to measure the return on investment of the training.

How can brain-based learning concepts be utilized in this process?

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ASSESS	In the Assessment process, the instructional designer does a needs analysis of the learner's current skillset and compares it with the desired outcome of the learning. The performance gaps are defined and the training intervention is created.
DESIGN	In the Design phase the instructional designer determines the learning objectives to be met, and the type of training process is selected. The form of the intervention is chosen: will it be a classroom or online program, a self study or collaborative type of project?
DEVELOP	In the Development phase, the instructional designer works with subject matter experts to pull the content into the program. The instructional designer's role is to ensure that the instructional methods and presentation accomplish the goals of the course, and the subject matter expert's job is to ensure the accuracy of the content.
IMPLEMENT	In the Implementation phase, the training program is presented to the learners. Depending on the type of program, the learners either attend classes, read manuals, experience simulations, do exercises or any of a number of techniques to grasp the content.
EVALUATE	In the Evaluation phase the overall program is analyzed. Did the learners meet the goals of the program? Did they gain knowledge, change behavior or attitudes, or gain the desired skills? Assessments are generally made in one or more of four levels: