A Framework for Finding the Appropriate Model
There have been a number of different instructional design models that have been developed since the 1960's as education and technology have evolved. With the vast number of models available to to designers and educators, a need has arisen to predict the success of the chosen model (Edmonds, et al., 1994). The need to assess and compare different design models has become an important part of the process and very few instructional design researchers perform the necessary work to compare multiple models. Part of this process is self-reflection and the ability to grow and strengthen instructional design (Edmonds et al., 1994).
Summary
The authors of the article, Edmonds, Branch, and Mukherjee, recommended four sets of tasks when constructing a framework for evaluating models.. These steps include the reviewing of fundamental components, identify the context of application, present a conceptual framework, and finally, propose a matrix for comparing various design models. The authors begin by focusing on the fundamental components of design, by establishing that systems theory has become the dominant approach within instructional design. (Edmonds et al., 1994). A systems based approach accepts pre-determined goals as the basis for the design.
Following the brief description of fundamentals, the authors then move into the metatheoretical foundations. Understanding the theories behind these fundamental components. One of the foremost theories was based in Communication studies. As part of the meta-theory approach, Instructional Design theorist Gropper developed a quantitative comparison of various design models (Edmonds et al., 1994). This approach quantifies obstacles and components to overcome them.
Having gone through various design models and explaining the core components of each, the authors developed a matrix that allowed them to compare any provided model. This matrix contained six various categories with multiple descriptors within each category. These descriptors provide for a specific focus in each category. For example, the Context category has four descriptors that identify whether the context is k-12, higher ed, Business, or Government. When applying the matrix to multiple design models, the designer can choose what works best in the specific situation. This matrix is not designed to say if a design model is better, only what would achieve the best results for any given situation, or the learning goals.
Applying the Matrix
Reading through the various learning design models for this week, as well as the previous models provided, I could see how the matrix could be very useful in determining the best approach when developing a course or training module. There really is no one design that works for every situation, but rather, a multitude of models that can be reviewed to determine which one would work best. Each model represents various pros and cons based on what they want to achieve, and it is up to the designer and instructor to determine how best to approach reaching the desired goals.
Works Referenced:
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. http://www.jstor.org/stable/30220096
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