Dynamic Instructional Design Model Essay
This is a model that has been developed by many teachers and professors to help them improve the learning experience for their students. It helps with improving the quality of teaching, as well as making sure that all students have a chance to learn in an effective way.
The study that emphasizes on improved technology and movement around in its design and focus on the creation of a suitable and productive studying environment for all pupils is known as the dynamic instructional design model, or DID.
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The model is geared toward learners; it includes particular methods such as the identification of learning styles in students through establishing a friendly learning ambience. There is a stage in each phase of this research that focuses on Dynamic Instructional Design (DID).
This will undoubtedly help the lessons to go faster and more firmly. The incorporation of technology into education has become the most important and quickest method of delivering lessons in class (Puckett, 2004). When the below steps are taken into account, the Dynamic Instructional Design approach can be successful (Cox, 2000).
Step 1: Know the Learners
In reality, the quick step in teaching entails recognizing the various qualities of students. If this is done, pupils will have an easier time learning and getting value from the education they’ve received in class. The following are the characteristics to consider; the students’ development stage, their linguistic and cultural backgrounds, and the knowledge and skills they already have.
Personal qualities among learners, such as intellect, study methods, and cognitive styles, must also be considered. When you consider all of this, it’s easy to figure out what you need to know about instructional design. This phase is crucial and deserves to be taken seriously (Cox, 2000).
Step 2: State Learning Outcomes
Students’ outcomes are the students’ judgments following instruction, such as their capacity to do anything at the conclusion of a scheduled period. For example, at the end of each lesson, the pupils should be able to identify whether a verb or subject is in a specific sentence. The kids must learn what they need to know and be able to understand and apply what has been taught in class. They should also be able to analyze, synthesize, and evaluate several concepts covered during class (Edmundson, 2006).
Step 3: Establish the Learning Environment
A conducive environment should exist for every learning institution, such as the physical and instructional sides of education. This includes seating arrangement or organization, cordial competition, suitable physical setting, and all sorts of things that contribute to a place where people can learn without difficulty. In the classroom, pupils should be able on their own to take some risks with mutual cooperation between them. Students need freedom in order to explore without being influenced by either the teacher or concerned parents (Edmundson 2006).
Step 4: Identify Teaching and Learning Strategies
The methods a teacher uses to assist learners reach an end that is suitable for their learning process are known as teaching and learning techniques. To obtain a suitable result from the students, a teacher should be able to utilize a variety of strategies and activities (Cox, 2000).
Step 5: Identifies and Select Technologies
Instructional technologies are the specific tools that a teacher uses to maintain their pupils’ learning strategies. In this scenario, one must pick the most appropriate technical device for learning techniques. In fact, one must decide on how and when to utilize existing technologies. The employment of multimedia CDs, radios, films, and so on is one such technological development and tool (Puckett, 2004).
Step 6: Plan a Summative Evaluation
The fourth and last stage in the process of developing and evaluating measures to promote learning is summative evaluation. In order for the design to be improved, there should be opportunities for revision. This may be accomplished by conducting student self-evaluation on the efficacy of your lesson; this can also be done by giving pupils a survey to complete so that the teacher may get their opinions.
If the pupils have performed poorly, it implies that the instructor must start again at the beginning of stages used in structuring. Finally, students’ performance may be used to assess whether they have comprehended what is taught during lessons (Cox 2000).
The systematic approach through which education and training programs are developed, produced, and delivered is known as instructional design. Instructional design (ID), instructional technology, educational technology, curriculum development, and instructional systems design (ISD) are frequently confused.
The systems approach to teaching entails an examination of how its elements interact with one another and the need for all operations to be coordinated. The systems approach connects learning to what students will be capable of achieving after receiving it. ISD may also be defined as a method for generating instructional experiences that improve and enhance skills and knowledge through systematic and iterative development.
Instructional design is based on a learning theory that dates back to the 1960s and has been used in education since then (Willis, 1995). In recent years, constructivism has also entered the field and is now utilized at various points throughout instructional design (Karagiorgi et al., 2005).
A number of systematic instructional design approaches have been outlined throughout history, each including the elements of design, development, implementation, and evaluation (ADDIE). The ADDIE model is made up of five phases that provide a framework for developing effective training and performance support tools.
The Instructional Design Model (IDM) is a graphical representation of the main concepts in ID that was designed to provide instructions on how to carry out specific phases of the instructional design process and practice ID. Although ADDIE depicts the fundamental theoretical components of ID, there is still a need for instructional design models to explain how to complete the various phases of the procedure and apply it in different settings (Gustafson & Branch, 2002). A variety of instructional design models have been produced that describe how to apply theory in practice in order to develop an effective lesson or unit. It helps designers better understand and implement theory so they may create an efficient learning experience (Morrison, Ross, & Kemp; 2004).
The Dick and Carey model and the Kemp Instructional Design Model will be looked at and contrasted in this paper. In particular, I’ll look at the benefits and drawbacks of these ways.
A learning design theory is a notion that provides guidance and advice in the field of education so that learners may learn and develop better (Reigeluth, 1983, p. 5). The cognitive, emotional, spiritual, physical, and social foundations for learning and development are just a few examples of these types of learning and development. Knowledge may be obtained in a variety of ways: instructor-led face-to-face instruction, assisted online student-focused learning utilizing any number of hybrid or mixed formats.
The learning goals and objectives, the learner traits and characteristics, and the delivery method determined by technology, learners, and content are all important components of instructional designer development of learning content and delivery.
•Instructional Delivery is the process of combining learning objectives and media and resources in a course to be viewed, heard, and engaged by learners.
• This is a growing area for learning design and UX research. Feedback, either immediate or delayed, as well as practice and feedback (examples, tests, quizzes, and methods for continuing to learn, test, and re-test until ideal results are obtained)
• Assessment – In which management decides whether the objectives have been met and, if not, what steps will be taken to improve the learning process to meet recommendations for improvement. Designers should select a design theory or model that is appropriate for addressing the stated goals and objectives while taking into account the learner and instructional context (Cook, 2000). A single instructional design framework does not address all learners’ requirements.