Instructionally+Challenged



Welcome to our group! We are the // Instructionally Challenged //!! Our members are: Michelle Chrisakis, Argie O'Shea, Eddie Steele, Kim Wheeler  ​  **An Umbrella of Ideas: A Design for Learning**  Our learner-centered instructional design model, "An Umbrella of Ideas: A Design for Learning," uses Dick, Carey, and Carey (2005) as a foundation. We mixed in important concepts from other design models and addressed each piece of the ADDIE framework (**a**nalysis, **d**esign, **d**evelopment, **i**mplementation, and **e**valuation). In our model, learners' needs including prior knowledge, motivation (extrinsic or intrinsic), and abilities (skill levels and learning characteristics) arch over instructional design decisions.
 * From Keller's ARCS model (1987), we imported the idea and role of learner motivation and the influence of Maslow's Hierarchy of Needs. Learner motivation is a key component of instructional design and development. Motivation is tied to getting students' //**a**//ttention, making content **//r//**elevant to maintain motivation and interest, building students' **//c//**onfidence, and supporting students' learning //**s**//atisfaction through reinforcement and feedback.
 * Like Reiser & Dick's model (1996), our model targets classroom instruction. It allows for differences in instructional design as practiced by different teachers who may share a common instructional goal. It also allows for revision throughout the instructional design process, supported by curriculum standards.
 * From Rapid Prototyping, our model uses the idea that design can change at any time, including mid-lesson if necessary. Revisions are based on feedback from learners before, during, and after instruction.
 * From Layers of Necessity (Tessmer & Wedman, 1990), we extracted the idea that instructional design is affected by the time and resources available. In our model, however, student motivation, prior knowledge, and abilities are major factors that also affect design. In our model, unlike Layers of Necessity, design does not have to follow a specific sequence (waterfall). However, implementation would occur after development and before summative assessments. A designer can work on another part of the process even if the current part is not finalized.
 * Regarding the implementation and evaluation pieces of ADDIE, our model allows for constructivist or behaviorist instructional approaches.

The graphic for our "umbrella" model shows:
 * Curriculum standards support the learning umbrella. Educators hold on to the handle; they have to have a grip on the standards as they design to meet learners' needs.
 * Learners' needs must be considered throughout the design process. The umbrella arches over the process.
 * Throughout the design process, motivation (lightning) can strike and influence design. Students and teachers have motivation that affects design.
 * Scattered raindrops show that design does not have to be a linear process. The drops will bump into each other (influence, affect each other) at some point during the process.
 * Taken together, the instructional design elements (the raindrops) result in puddles, which are the evaluations. The puddles evaporate and lead to revision clouds.
 * Revision clouds can open up and shower down anytime during design. Clouds and showers are expected, but not necessarily forecast for specific times. Revisions may be sprinkles (small, quick, informal, simple changes or trial runs), or revisions may be soaking downpours (all-out revamp of the design).