Instructional Design Models
- JM
- Feb 1
- 3 min read
Updated: Mar 4
A short podcast comparing two instructional design models, Dick-Carey and ARCS, and how it relates to transmedia.
PODCAST SCRIPT
Welcome to Invisible Ideas, where we discuss all things conceptual. Today’s episode is sponsored by ED IT 5028’s module 2 on instructional design models. Enjoy.
Instructional design is a crucial element to developing a learning experience for any student because it is the development of various systematic processes and procedures to create a more efficient learning experience. Whether in a classroom, utilizing transmedia, or even virtual learning, instructional design is the cornerstone to the success of that learning. Many of these design theories and models are grounded in the study of cognitive process, psychology and behavior. Even though there are many variations in models and frameworks, underlying approaches to learning can be seen.
For example, the Dick-Carey model is known as an initial iteration of an instructional design model that is seen as the standard which all other methods of instructional design and development are compared to. This model is easily held in high regard because of its straightforward and systematic approach to instruction. Even so, this has its influence from the Gagne-Briggs model that can be seen in its ideas that relate to the preparation of learning, plan implementation, and performance assessment.
In the Dick-Carey model, instructional goals must be identified. Once goals are established, the learners’ capabilities must be analyzed, including understanding their background knowledge, skills, and other features of the target audience that would be relevant to their learning. With these attributes established, objectives can be written, assessments can be developed, and instructional strategies can be utilized. This will allow for instructional materials to be created in a meaningful way to encourage learning. After completing these phases, educators must conduct formative evaluations and revise instruction. After refining and delivering the instruction, summative evaluation can be administered to conclude the process.
In a similar way, the ARCS Model of Motivational Design is primarily focused on the idea that learning is more effective when it is appealing to the learner, and they are engaged in the process. The name represents the four main components of ARCS is attention, relevance, confidence, and satisfaction. The model is aimed at appealing to the learners’ interests, provide experiences that are relevant to the instruction, provide scaffolding to build that confidence, and reinforce their learning with a sense of achievement. This model is not only effective within the classroom, but it also utilized with adult professional development and trainings.
Even though there are differences to the approaching in these models, the goal of these processes is to enhance learning and allow for a better educational experience. What makes these models so effective is that they allow for consistency, which is a crucial aspect to meaningful learning. It allows for simplicity and lets educators focus on what matters the most: their students.
Even as it relates to transmedia, this is a benefit because it’s akin to a step-by-step process. The Dick-Carey model is a beneficial way to guide lesson planning so that extra content, or fluff, does not litter the lessons. In a different way, the ARCS Model of Motivational Design fits into transmedia seamlessly because of the natural interest that can be garnered from other stories in other forms of media. If it’s something that students enjoy outside of the classroom, then why not bring it into the learning space and capitalize on that excitement?
Instructional design happens whether an educator is deliberately planning or simply throwing tasks together, but the former is the only way to have learning with consistent results and benefits for the student. Whatever the model used, in reality, it is only as good as the educator employing it. This is why utilizing models with purpose and planning can be of great benefit to learners. There are many to choose from, and there is not one-size-fits-all approach. The most important thing is that the model is utilized with fidelity and capitalized for its strengths and how it appeals to students.
For more information, check out Instructional Design for Learning: Theoretical Foundations, by Seel. Thanks for listening. This has been another episode of Invisible Ideas.
References
Seel, N. et al. (2017). Instructional Design for Learning : Theoretical Foundations. BRILL. Retrieved from http://ebookcentral.proquest.com/lib/ttu/detail.action?docID=4844218.
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