Uploaded on Dec 14, 2011
This is a 3D representation walk through of the Knirk & Gustafson Instructional Design model. The 3D model was designed in Google SketchUp 8 Pro, and a version of the model can be found here: http://www.northrockies.com/isuedlt/E...
I have looked at two or three different graphics of this ID model, but it hadn't stuck in my memory. The names of the authors where not helpful either. ADDIE, R2D2, and ICARE are all acronyms and therefore built-in mnemonics. Kemp is the name of a major dairy company in Minnesota and all the ovals remind me of spots on cows. I have devices for others too, but not good old K & G. I decided about four weeks ago in our discussion board that I would attempt this virtual world version of the Knirk and Gustafson ID model to try to help other graduate students and me finally learn this model with some memory permanence.
As you'll see, I tried to add visual cues in the construction of this model of the ID model to help visual learners tie the concept to the phase or step in the model.
Knirk & Gustafson ID Model (as a factory of sorts)
1. Problem Determination (Building 1 in our tour)
a. Identify Problems
i. Like the information desk in a building, this is the first thing we see as we encounter the problem. Here we'll begin the needs assessment and task analysis
b. Learner's Entry Level Skills (data Center)
i. Start collecting data from existing knowledge, skills, learning styles, attitude, and limitations
c. Instructional Goals (planning room)
i. With plenty of chalkboards to scribble out and revise, this area of the model is where we first start to target in on what the learners should learn.
ii. You may note in other drawings of the model that there is not a set order between the Learner's skills and instructional goals sections, they should occur at the same time.
d. Organize management
i. Finally, in the Problem Determination building, we plan, organize, coordinate, evaluate, and report again with the SME or client.
2. Design (Building 2 in our tour)
a. Develop Objectives
i. Moving along, we take the knowledge we have of instructional goals and the learners attributes to develop objectives, making sure to keep these on target with our instructional goals.
b. Specify Strategies
i. The rest was harder for me to visually present. I decided to leave it abstract, showing the steps in general terms. Perhaps a follow-up build would improve. In this step we would consider the learner profile, aptitude-treatment-interaction, presentation strategies, and perception/learning/communication
c. Specify Media
i. Just as we need to decide what to watch on our big screen, we need to decide media characteristics and media selection. Characteristics must focus on what works for our problem, objectives, and learners. Selection must ensure the students learn the objectives.
3. Development (Last building in our tour)
a. Select Development Materials
i. These may be from a library of existing materials and or creation of new materials. Most importantly to consider is that they align with the objectives.
b. Analyze Results
i. In this step, we look closely at formative evaluation. Summative evaluation comes after completion of the development phase. Here we look at effectiveness, efficiency, cost, user acceptance and logistics, continually keeping objectives in mind.
c. Revise Materials
i. This step can recur in a cycle of revision until criterion levels, behaviors, and degree statements from objectives are met.
d. Implement (Last stop) -- well, almost.
i. We need to create and test a prototype model. Only after continued formative evaluation of the model do we move it out the door to full delivery.
Sortrakul, T. & Denphaisarn, N. (2009). The evolution of instructional system design model. Special Issue of the International Journal of the Computer, the Internet and Management, 17(SP3), 40.1 -- 40.10.
Querishi, E. (2003). Instructional design models. Retrieved from http://home.comcast.net/~elenaqureshi...
Strickland, A.W. (n.d.) Idaho State University College of Education. Knirk & Gustafson Model. Retrieved from http://ed.isu.edu/depts/imt/isdmodels...
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