Running head: INSTRUCTIONAL DESIGN ESSAY 1

Instructional Design Essay

Lisa Cantwell

Grand Canyon University: TEC-516

February 21, 2018

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Instructional Theory

Information Processing Theory

One instructional theory in use is the information processing theory. This theory is based

on the cognitive learning theory. This theory belief by Atkinson and Shiffrin proposed that

through visual stimuli and information gathered in the brain, learning takes place through

memory and storage (Roblyer, 2015). Information that is recognized through the visualization,

hearing, tasting or touching can be stored to short-term memory (Roblyer, 2015). However, if the

information is not stored to short-term memory than the information may be lost (Roblyer,

2015). The most important part of this process is for it to move into the long-term memory area

of the brain for the information to be stored. This can be done by practicing and using visual

stimuli to enhance learning. This theory works well within the technology environment, with

visualizations and attention getting programs to help build memory skills with programs as drill

and practice software (Roblyer, 2015). With practice and repetition, the information that

students’ practice will hopefully move into the long-term memory area of the brain. To simplify,

the student is compared to as a computer that inputs information, stores the information and is

able to recall the information when needed (Brown, 2015).

Social Activism Theory

Another instructional theory is social activism theory, which is based on the

constructivist theory. This theory was based on the belief that curriculum that is based on

students’ interests, will help determine their learning activities (Roblyer, 2015). This theory also

integrates previous curriculum lessons rather than having them isolated from one another. This

allows students to build upon previous knowledge learned and related information (Roblyer,

2015). This theory also suggests that learning should be hands-on and that learning occurs
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through meaningful social context (Roblyer, 2015). This theory used within the context of

technology works well with collaboration, group projects, students communicating with each

other and learning more about their environment and society (Roblyer, 2015).

Each of these two theories are very different. The information processing theory

advocates that one learns through moving information into the long-term memory storage by

visualizing context. The social activism theory uses information that interests students and

through collaborative work, students retain information and continue to learn. One aspect that

they both have in common is that they both use hands on experiences to help build deeper

meaning for the learner.

The theory that is most effective for today’s learner is the social activism theory. This

theory in use with technology encourages learners to interact with their environment to become

an active learner. Dewey’s theory means that through continuous physical and intellectual

adaptations, growing and learning occurs through interactions and experiences (Arun, 2014).

This theory works well with students using social media to interact with their environment. In

addition, using technology to develop group projects that require collaboration and teamwork

best uses the social activism theory. Developing tasks that allow students to collaborate on

research projects and webpages, help students improve collaborations skills to work in groups.

This is a much-needed skill that will be used throughout their academic career.

Instructional Design Model

ADDIE Model

One design model in use is ADDIE, an abbreviation that refers to the five parts that make

up the instructional design model: analyze, design, development, implementation, and evaluation

(Molenda, 2015). These phases are linear in design and meant to be systematic. The first phase
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is analysis, where the teacher or designer focuses on learning what the students know to design

the lesson (Forest, 2018). In this phase, the goals and objectives are recognized and the problem

that needs to be answered is generated (Culatta, 2013). The next phase is design, where the

teacher designs objectives to address concerns that may occur in the lesson (Hess & Greer,

2016). The third phase is development, where the teacher develops resources to meet the needs

of the students. The fourth phase is the implementation of the lesson and design using the

resources. In this step, modifications may be necessary to effectively deliver the lesson (Foster,

2018). The last phase is evaluation, where the teacher needs to evaluate and assess if the

resources have addressed the instructional needs of the students. This may be a formative or

summative evaluation to determine if the goals have been met (Foster, 2018). In these levels,

students are engaged, learn from each other and teachers can determine what information needs

to be revised to determine best learner outcome. The ADDIE model is the basis for many other

design models and is commonly used to design lessons.

Dick and Carey Model

The Dick and Carey Model has nine steps that follow the same fundamental pattern as the

ADDIE model. It includes the five basic steps of the ADDIE model, but has additional steps

added to make nine phases. The steps of the Dick and Carey Model begin with the first phase

that includes identifying instructional goals. The next stage is conducting instructional analysis

of the goals and skills. This is the information that will need to be taught to the students (Forest,

2018). Stage three requires the designer to identify learner characteristics and behaviors (Culatta,

2013). In this step, the designer needs to determine what the students know and the behaviors

that may limit the learning process. This stage is where the designer determines what skills will

be needed for the students to be successful (Forest, 2018). The fourth stage is writing
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performance objectives, to determine the objective of the lesson. The fifth stage is developing

criterion-referenced test items and assessment tools (Culatta, 2013). Developing the test helps

determine what information is being taught for the objective of the lesson. The next stage is the

instructional strategy phase where the designer begins to develop the lesson and activities that

will be used to determine what information the students have learned (Forest, 2018). The

seventh stage is instructional materials stage, where the designer develops and selects the

materials that will be used in the lesson. The eighth stage is the formative evaluation stage that

helps the designer to determine how successful the lesson was or what may need to be changed.

The ninth and last stage is the summative evaluation stage. In this stage, the designer revises the

lesson to determine the best outcome

These two models are very similar in design and style, and the Dick and Carey model

incorporates the same information and five stages from the ADDIE model. Both the ADDIE

model and the Dick and Carey model both are linear and progress through each stage in a

systematic fashion. The Dick and Carey model has detailed phases, which allows the designer to

review the preceding information to help guide the design of the lesson. With the constant

feedback and revision of the lessons, the Dick and Carey model would effectively support

learning in the classroom. Dick and Carey phases work together to enhance the lesson and

achieve a common goal or objective. One particular aspect that makes this design model more

effective than the ADDIE is phase nine, where the designer identifies, and revises instruction

based on areas of difficulty the learners reveal. This is essential to lesson planning, especially

when working with students of varying abilities and differences. By being able to revise,

differentiate, and adjust the lesson to suit the needs of all students, Dick and Carey becomes a

more effective design model in the classroom.

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References

Arun, L. (2014). What is educational technology? An inquiry into the meaning, use, and

reciprocity of technology / Qu’est-ce que la technologie pédagogique ? Un examen de la

signification, de l’utilisation et de la réciprocité de la technologie. Canadian Journal of

Learning and Technology, Vol 40, Iss 3 (2014), (3), doi:10.21432/T2H59S

Brown, J. L. (2015). Using information processing theory to teach social stratification to pre-

service teachers. Journal of Education and Learning, 4(4), 19-24.

Culatta, R. (2013). ADDIE Model. Retrieved from

http://www.instructionaldesign.org/models/addie.html

Culatta, R. (2013). Dick and Carey Model. Retrieved from

http://instructionaldesign.org/models/dick_carey_model.html

Forest, E. (2018). ADDIE Model: Instructional design. Retrieved from

https://educationaltechnology.net/the-addie-model-instructional-design/

Forest, E. (2018). Dick and Carey Instructional Model. Retrieved from

https://educationaltechnology.net/dick-and-carey-instructional-model/

Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2),

40-42. doi:10.1002/pfi.21461

Nichols Hess, A., & Greer, K. (2016). Designing for engagement: using the ADDIE Model to

integrate high-impact practices into an online information literacy course.

Communications in Information Literacy, Vol 10, Iss 2, Pp 264-282 (2016), (2), 264.

doi:10.7548/cil.v10i2.402

Roblyer, M. D. (2015). Integrating educational technology into teaching (7th ed.). Boston, MA:

Pearson. ISBN-13: 9780134046914