Design
Instructional Design Models and Methods
ADDIE
Analyze - In the analysis phase the the instructional designers are supposed to find all of the information necessary to build a lesson plan or instructional session.  It involves a lot of mapping and planning for things that could happen or could effect the lesson process. 
Design - The design phase begins the process of building the instructional materials by deciding your learning objectives as well as the delivery method.  
Develop - In the development phase materials are created to help facilitate the design of the instructions that is moving toward your learning objective.  This phase is generally where storyboarding goes.
Implement - To implement the process you will go through a series of tests.  Starting with beta tests and moving onto more broad piloting, the implementation process is the final place to iron out any problems or missing components you might encounter.
Evaluate - After the program or lesson has been implemented it must be evaluated for its success in how well it was able to deliver the learning objective to the students.
Pros -Extremely thorough, detail oriented, front loads information gathering for use in later phases
Cons - Consuming of time, energy, and resources, difficult to fix problems until the entire process is over, did I mention time consuming? [1]

Image of ADDIE Model

[2]

SAM Model
Preparation - In the preparation phase of the SAM model you gather the information that you will need regarding background of the students, and learning objectives to be had. This phase is to gather the information that is needed immediately.
Iterative Design - In the Iterative Design phase the designer works in small steps to design the instruction process, prototype the process, and review the prototype altering designs as needed and starting the process over again.
Iterative Development - In the development phase the designer works to turn the designed prototypes into useful materials that implement the stated goals.  If everything looks good then you move into implementation of the developed product and once you have reached the final version of the product you evaluate everything a final time before rolling out to the intended audience.
Pros - Far easier to fix mistakes earlier in the process than the ADDIE model, far less time consuming than ADDIE
Cons - The loops in the phases can grind forward momentum to a halt [3]

Image of SAM Model

[4]

ARCS
Although not technically an instructional design model Keller's ARCS helps to bring attention to the process through which a student's motivation to continue in the lessons are addressed.
Attention - This is where the designer creates something that will draw the attention of the students to the lesson and hold it there.  Typically something that has meaning to the student already.
Relevance - Here the designer has to show that the lesson has value to the student.  The closer that the value is to the reality of the student the better.
Confidence - Here the designer has to make sure to build in some time for the students to feel like they are gaining expertise and are going to be successful.
Satisfaction - In building satisfaction the designer completes the drive toward motivating the student to trust the process and feel like they can succeed not only with the content but also the future content that will be delivered.
Pros - The ARCS model helps to keep the movement of the lesson on track due to its emphasis on maintaining student motivation.  
Cons - You have to know your students very well to know what kinds of things draw their attention or is relevant to them.  Guessing incorrectly can lead to large amounts of missed opportunities. [5]

Image of ARCS Model

[5]

Dick and Carey
In the Dick and Cary model you can plan linearly like with the ADDIE model however it adds the ability to go back and revise at any stage where necessary.  It also allows for individuals to go back and do additional analysis if at some point you found that you needed more information.  
Stage 1 Identify Goals - Here you figure out what end point you want to make sure the students achieve.
Stage 2 Instructional Analysis - Here you figure out what skills are going to be used to get there.
Stage 3 Learner Characteristics - This is the analysis of where the students are in relation to both of the first two stages.
Stage 4 Performance Objectives - Here the things found missing in the learner characteristics are detailed for including in the lesson.
Stage 5 Develop Criterion Based Test Items - Here you create a test that will reflect what the students are going to be learning through their performance objectives.
Stage 6 Strategy - Once you have created a performance objective based test you can then outline the instructional strategy that you are going to use to reach those goals.
Stage 7 Materials - This is where you gather the materials that will be necessary for the lesson to be successful.
Stage 8 Formative Evaluation - This is where you look at how things went and look to make minor changes for the future. (Perhaps small changes that can be made between one class doing the lesson and another class doing the same lesson on the same day.)
Stage 9 Summative Evaluation - In this stage you look at everything and determine whether the lesson works, can be fixed with some minor changes, or needs to be replaced entirely. [6]

Image of Dick and Carey

[7]


Design Model Practice - Analysis Phase

Group Project - Analysis Phase Our teachers are supposed to be logging interventions in a program so that we can collect the data and stop bad behavior on campus before it starts. But only a few teachers use the program and it makes it so that the few that do use it are really bad teachers and can't deal with their students. So I need to create a training that will not only teach the teachers how to use the system but also to explain what we do with the data and why its so important to have it.

  • Age group of the people to be trained
    • Well they are teachers so from 20 somethings to I think one is over 75.
  • Prior knowledge and
    • They have all heard of SWIS but they continue to not use it
  • Learning experiences
    • We’ve had a training or two before but people didn’t have the ability to try inputting a sample piece.
  • Learning Preferences
    • Teachers prefer to have a hands on experience especially when technology is involved
  • Technology Access and Proficiency
    • Access to PowerSchool Login, a computer, internet access, and basic proficiency in each of those are needed.
  • Anything that could aid the learning process
    • Patience
  • Things that could hinder the learning process
    • The internet going down for mysterious reasons
  • Information Related to how the content is traditionally(currently) taught or delivered
    • Currently we have a short training session that doesn’t have access to the technology that they will be using where we show them how to log things via a computer screen doubled onto a larger screen.
  • Skills that are needed before the target content can be understood or used
    • Basic PowerSchool login information, basic computer usage knowledge

Anything else related to content

  • Traditional Methods for Assessment (surveys and questionnaires)
    • Perhaps a survey to see if they get how to put it in, show that they can put in an entry in some kind of performance assessment, survey when they should input entries.
  • Ideas From Research On Assessment
    • Google Forms works well for surveys
  • User Satisfaction Evaluations (end of training evaluation)
    • Again Google Forms collects data well
    • You may also want to provide them with feedback as to whether their analysis report addresses the following criteria. Think Who, What and How.
  • What should the [employees/students/teachers] be doing now that they are not doing?
    • Teachers should be entering behavioral interventions into SWIS so that we can better tune interventions toward our at risk students.
    • Admin should be checking on whether or not the teachers are inputting any interventions into SWIS and how often
  • What are the [employees/students/teachers]doing now that they should not be doing?
    • Teachers are not always inputting behavioral interventions into SWIS.
    • Admin doesn’t seem to notice if people are inputting interventions.
  • When the [employees/students/teachers] are working most effectively, what does it look like?
    • When teachers are inputting interventions they are taking the couple of seconds it takes to tell us that they are trying something with the students to change behavior in class.
    • Admin would periodically check to see if interventions are being logged and if no interventions are being logged admin would check for understanding/reminding the staff to input them.
  • What is preventing [employees/students/teachers] from reaching the goal you have envisioned?
    • Teachers don’t understand why they have to input the interventions.
    • Teachers don’t know how to use the SWIS system.
    • Teachers aren’t held accountable for not inputting interventions
    • Admin don’t care that no one in inputting interventions.
    • Admin doesn’t know why its important to input the interventions.
  • Do the [employees/students/teachers] know the standards that are expected of them?
    • Teachers have been told that they are supposed to input behavioral interventions into SWIS.
    • Admin has been told that it is important data that can help to drive our behavioral interventions.
  • Are the standards reasonable and achievable?
    • Teachers are all able to input interventions into SWIS.
    • Admin can check up on whether we are doing our jobs.
  • Do the [employees/students/teachers] have the proper job aids and other performance tools to work to standard?
    • All staff have the tools they need, they lack the understanding as to why they should do it.
  • What would you like to see changed that would help you to work more effectively?
    • For the teachers I would like to see that they value the data that they need to help us collect so we can more effectively manage the behavior of the students.
    • For the admin I’d like to see them checking in on us and making sure that we are doing our jobs.
  • What would you like to see invented that would help you work more effectively?
    • We have all the technology necessary to complete this training.
  • What are your competitors [other schools, organizations or classes] doing better than you are?
    • Other schools have managed to convince their staff that this is a necessary for them to input their interventions into SWIS throughout the district.
  • What do your [employees/students/teachers] want that you are not providing?
    • Teachers reasons for them to put in the interventions into SWIS.
    • Admin needs for the teachers to put in the data so we can make informed decisions.
    • The majority of the data will be collected through SWIS. It will show us who is entering the interventions.
Reflections

    When I entered the program my lesson building was one based on my own intuition and experience.  Once I began to learn about the different models of instructional design I found that most of the lessons I created used a lot of the ideas contained in them.  The one thing I was lacking in my design was the structure of a design model.  I was picking and choosing bits and pieces from each of the instructional design models to create my own lessons.  It made me feel a lot better about how I have worked as a teacher for 17 years while also helping me to be more of a complete designer of instruction.

    Reflection on Learning ETEC 644

    The ETEC 644 class was one where I learned a lot.

    1. Sometimes the scope of a project changes a lot. When I started the project my intention was to do my entire social psychology unit. By the end I was focused on one part of that unit. That change came when I found that my students had a good grasp on most of the concepts except for the one that they we covered.
    2. I am already doing a lot of this process. Just not as organized or systematic
    3. Keeping things simple really does help a lot. Adding too much to lessons might seem like a good idea but will end up being a waste of time as the students won't be able to keep up.
    4. Each step of the process makes it so any revisions for the future will be easy to adopt.
    Links to ETEC 644 Papers

    ETEC 644 Analysis ETEC 644 Design Doc ETEC 644 Storyboard ETEC 644 Instructional Materials Report ETEC 644 Evaluation Document

References
[1] Piskurich, G. M. (2015). Rapid Instructional Design Learning ID Fast and Right. John Wiley & Sons.
[2] Legault, N. (2011). Nicole Legault. Retrieved from INFOGRAPHIC: THE ADDIE MODEL: https://nlegault.ca/2011/09/05/infographic-the-addie-model-a-visual-representation/
[3] eLearning Heroes. (2016). Retrieved from An Introduction to SAM for Instructional Designers: https://community.articulate.com/articles/an-introduction-to-sam-for-instructional-designers
[4] Mazhar, W. (2018, October 31). 360 eLearning. Retrieved from SAM Model: Best Instructional Design Model for Short Deadlines and Staying on Budget: http://360elearning.com/blog/sam-model-best-instructional-design-model-for-short-deadlines-and-staying-on-budget/
[5] eLearning Industries. (2015, May 20). Retrieved from Instructional Design Models And Theories: Keller’s ARCS Model Of Motivation: https://elearningindustry.com/arcs-model-of-motivation
[6] Karageorgakis, T. (2019, September 6). Educraft. Retrieved from ARCS motivation model. What should be included in an a learning activity to make it more appealing?: https://educraft.tech/arcs
[7] Kurt, S. "Dick and Carey Instructional Model," in Educational Technology, November 23, 2015. Retrieved from https://educationaltechnology.net/dick-and-carey-instructional-model/