Six Characteristics of Instructional Design as It Relates to My Model and Definition

Design Element 1

Instructional Design Is Learner Center

Addressed in “My” Model-This is addressed in my model in step 2, analyze learner strengths and weaknesses through desegregated test data.

Addressed in “My” Definition-My definition of instructional design and technology states that design and technology should “foster student success” and “provide opportunities other unavailable to the student. Both of these elements speak to a learner centered instructional design.

Design Element 2

Instructional Design Is Goal Oriented

Addressed in “My” Model-This is addressed in my model in step 1, performance objectives set via state standards, step 3, choose/develop assessment instruments and steps 6 and 7, choose/develop/conduct formative/summative evaluation of instruction. Another important feature of this design element would be addressed through the monitoring, adjusting, and revising process mentioned in my model.

Addressed in “My” Definition-I believe my definition speaks to this design element through the use of terms such as “enhance the learning”, and “foster student success”.

Design Element 3

Instructional Design Focuses on Meaningful Performance

Addressed in “My” Model-This design element is addressed in step 4, which states that the instructor's instructional plan should provide for "opportunity to apply knowledge in a meaningful way".

Addressed in “My” Definition-I believe my definition addresses this design element by citing technology as a venue to “provide opportunities otherwise unavailable to the learner.” The element of collaboration with peers around the globe is another way in which “meaningful performance” could be achieved.

Design Element 4

Instructional Design Assumes Outcomes Can Be Measured in a Reliable and Valid Way

Addressed in “My” Model-This is addressed in my model in step 1, performance objectives set via state standards, and steps 6 and 7, choose/develop/conduct formative/summative evaluation of instruction.

Addressed in “My” Definition-Pre and post-testing (assessment) are both mentioned in my definition. Both pre and post-tests speak to the measurement aspect of this design element. Since “most” assessments come as a part of a school’s approved curriculum, teachers “should” be able to count on their reliability and validity.

Design Element 5

Instructional Design Is Empirical, Iterative, and Self Correcting

Addressed in “My” Model-These elements are addressed through the monitoring, adjusting and revising of the instructor throughout the learning process.

Addressed in “My” Definition-This design element is addressed through the statement “.... an instructor should strive to monitor, adjust, and make any necessary changes that will support learners.”. The empirical part is addressed through the act of monitoring; iteration is supported through adjustment and possible changes. Self correction can be addressed through both the nature of technology chosen for learning and instructor observation/correction.

Design Element 6

Instructional Design Is Typically a Team Effort

Addressed in “My” Model-See the statement at the top of the graphic--”It takes a village to teach a child.”

Addressed in “My” Definition-This design element is implied within my definition. Much content knowledge, delivery plans, as well as pre and post assessments are part of a stated curriculum transmitted to teachers through a coordinator (i.e., curriculum director). Implementation of a piece of hardware or software often involves the technology department (installation) and perhaps a technology integration specialist.