This week's readings consisted of a lot of learning more about the ISD process and the theories of Gagne. It appears that everything in the ISD process leads back to the ADDIE Model. The readings also covered Instructional Systems Development (IDS) which is a five-phase process encompassing the entire educational environment. The phases of ISD are analysis, design, development, implementation, evaluation, and control, pretty much like the ADDIE Model.
What does the ISD process look like today? Unfortunately, there is no single source to answer that question because of the consensus set of Instructional Design Competencies (Molenda, Pershing, and Reigeluth 1996). Using an instructional design process is the simplification it offers to a confusing project, like explaining a large amount of information to a group of people in a short amount of time. Breaking down each step allows for deep thought, superb design, excellent instruction, and a smooth learning process in the end.
Do you know what is funny? I sometimes find myself explaining when I learn new things to friends and family members, and I tend to break down things that I've learned in class or if I am attending a seminar, and that is precisely what Merrill was talking about in the First principles of instruction, Watch Me section. Merrill states learning is the most motivating of all activities. As humans feed off what we learn, we follow steps and even develop new procedures to get the job done, from working on the house or completing a major project at work. In addition, we learn and get to show others our skills, which is powerful to me.
When dealing with the ISD process, everything leads back to learning. Gagne developed the nine events of instruction, which are used in education for teaching and learning, and Driscoll (2000) observes that the work conducted by Gagne. However, Gange believes that most lessons should follow the nine events sequence and that the outcome will depend on the manner the events were implemented may vary depending on the instructional delivery. The nine events according to Gagne plan will help the learners excel of the lessons.
Molenda, M., Pershing, J.A., & Reigeluth, C.M. (1996). Designing instructional systems. In R.L. Craig (Ed.), The ASTD Training and Development Handbook 4th ed. (pp. 266-280). New York: McGraw-Hill.
Driscoll, M. P. (2000). Gagné's theory of instruction. Ch. 10 in Psychology of Learning for Instruction, 2nd ed. Boston: Allyn & Bacon, 341-372 (see also a Tribute to Robert Gagne (57:30): https://www.youtube.com/watch?v=ggJ1-AjlGeE).
Merrill, M. David. (2002). First principles of instruction. Educational Technology Research & Development 50(3), 43-59 (see in 2012 video interview with David Merrill (53:56): https://www.youtube.com/watch?v=7COb2aZDrcs).
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