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Instructional Design Models and Theories

Instructional Design Models and Theories

Copyright: © 2020 |Pages: 17
ISBN13: 9781799815426|ISBN10: 1799815420|EISBN13: 9781799815440
DOI: 10.4018/978-1-7998-1542-6.ch005
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MLA

James Orion Connelly and Paula Miller. "Instructional Design Models and Theories." A Conceptual Framework for SMART Applications in Higher Education: Emerging Research and Opportunities, IGI Global, 2020, pp.69-85. https://doi.org/10.4018/978-1-7998-1542-6.ch005

APA

J. Connelly & P. Miller (2020). Instructional Design Models and Theories. IGI Global. https://doi.org/10.4018/978-1-7998-1542-6.ch005

Chicago

James Orion Connelly and Paula Miller. "Instructional Design Models and Theories." In A Conceptual Framework for SMART Applications in Higher Education: Emerging Research and Opportunities. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1542-6.ch005

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Abstract

Instructional design models help instructors to organize, develop, administer, and evaluate learning programs. Seven of the theories that drive these efforts are situated cognition theory, sociocultural learning theory, the ADDIE model, Merrill's principles of instruction, individualized instruction, Bloom's taxonomy of learning objectives, and the SAM model. All these models are highly iterative meaning that changes are frequent and interlocked. This makes the evaluation of learning that occurred highly important. Dr. Robert Mager is credited with being the father of the instructional objective. The effective performance objective consists of three parts: the terminal behavior, the conditions under which the behavior will be performed, and a standard of acceptable performance. Consequently, the complete objective contains the essence of what should be evaluated. A very key element in this learning process is the provision of immediate and detailed feedback. Several good authoring apps exist that can support computers in performing this task.

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