Instructional Design Models

September 19, 2015

The Impact Of Situated Cognition In eLearning

Gathering knowledge is one thing, but being able to apply it in the real world is another. The primary objective of any eLearning course is to give learners the skills and information they need to achieve personal and professional goals. This is why situated cognition is a perfect fit in eLearning strategies. In this article, I will discuss the impact situated cognition has upon online education.

by Christopher Pappas

September 11, 2015

Getting To Know ADDIE: Part 4 - Implementation

The fourth stage of the ADDIE model is Implementation. The beginning of implementation marks the first time the target audience interacts with your course in earnest, the moment of truth, in which the knowledge contained in the course’s materials is absorbed by the learners.

by Michael Treser

September 3, 2015

Getting To Know ADDIE: Part 3 - Development

The development’s stage involves having the format and the plan of the course approved by the higher-ups/clients and getting the Instructional Designers engaged with it. The Instructional Designers will be using content authoring tools to bring the concepts and ideas laid out in the course plan to life. This is where the storyboards, sketches, and detailed descriptions of various course elements you created during the Design stage will come in handy.

by Michael Treser

August 24, 2015

Getting To Know ADDIE: Part 2 - Design

In the previous installment we took our first look at the ADDIE model. We learned its general characteristics, considered its advantages and disadvantages, and also discussed at length the first stage of the ADDIE methodology - Analysis. In this installment we will tell you about Design, the second stage of the ADDIE methodology. All the requisite data is gathered during the analysis stage. Once we have learned what the course’s target audience is, set the goals we aim to achieve, and determined the best way to deliver the information, it is time to set about laying out the structure of the course. This is precisely what happens during the second stage.

by Michael Treser

August 16, 2015

Getting To Know ADDIE: Part 1 - Analysis

Although there are many different models and methodologies for the creation of training materials in the eLearning world, the ADDIE model is, undoubtedly, the most popular of all. If you are a veteran, you certainly know what ADDIE is and how to create in line with that model, and I doubt I will be able to tell you anything you do not already know. However, if you are new to the industry, or simply have not heard the name before, this article will get you up to speed, introducing you to the methodology and showing you how it can help you.

by Michael Treser

July 1, 2015

Instructional Design Models And Theories: Anchored Instruction

The Anchored Instruction Educational Model was introduced in 1990 by The Cognition and Technology Group at Vanderbilt University, with John Bransford overseeing the research and considered to be the “founder” of Anchored Instruction. Since its inception, The Cognition and Technology Group has designed a wide range of multimedia programs that are based upon the Anchored Instruction Educational Model. In this article, I’ll briefly explain 3 basic principles of the Anchored Instruction and I’ll give you some ideas about its practical application in eLearning course design.

by Christopher Pappas

June 7, 2015

Instructional Design Models And Theories: The Situated Cognition Theory And The Cognitive Apprenticeship Model

The Situated Cognition Theory, outlined by Brown, Collins, and Duguid in 1989, is centered around the idea that knowing is “inseparable” from actually doing and highlights the importance of learning within context. In the same year, Brown, Collins, and Newman also developed the Cognitive Apprenticeship Model, in which they identified several teaching methods for learning within context. In this article, I’ll briefly explain the basic principles of both the Situated Cognition Theory and the Cognitive Apprenticeship Model and I’ll give you some tips concerning the practical application of each in eLearning course design.

by Christopher Pappas

May 30, 2015

Instructional Design Models And Theories: The Cognitive Flexibility Theory

The Cognitive Flexibility Theory, introduced by Spiro, Feltovich, and Coulson in 1988, is about how learning takes place in “complex” and “ill-structured domains”. In essence, it’s a theory that strives to determine how the human mind can obtain and manage knowledge and how it restructures our existing knowledge base, based on the new information received. Research on the Cognitive Flexibility Theory has sought scientific evidence with respect to how knowledge is represented within the learner's mind, as well as which internal processes take place according to the mental representations we receive. In this article, I’ll briefly explain basic principles of the Cognitive Flexibility Theory and I’ll give you some ideas about its practical applications in the eLearning course design.

by Christopher Pappas

May 28, 2015

Behaviorism In Instructional Design For eLearning: When And How To Use It

How to write about the “benefits” of behaviorism when it is the learning approach that has received the most criticism? Behavioristic theories may sound out-of-date as, nowadays, everybody involved in Instructional Design for eLearning seems to favor constructivism. The incorporation of social media into eLearning course design has also opened new e-ways toward social learning, keeping “behaviorism” somewhere at the far end of the corridor, a scapegoat to blame for whatever we, as ”eLearning experts,” find not constructive enough. Then, why universities still bother teaching about behaviorism? Is behaviorism as old-fashioned as we consider it to be and by no means applicable in today’s digitalized world? In this article, I’ll try to give you some tips on how behaviorism can be applied in today’s Instructional Design for eLearning, and to explain for what type of eLearning activities it is more appropriate.

by Marisa Keramida (M.Ed.)

May 20, 2015

Instructional Design Models And Theories: Keller’s ARCS Model Of Motivation

John Keller is the founder of the ARCS Model of Motivation, which is based upon the idea that there are four key elements in the learning process which can encourage and sustain learners’ motivation. These four elements form the acronym ARCS of the model and stand for Attention, Relevance, Confidence and Satisfaction (ARCS). In this article, I’ll describe each one of them and I’ll share some of the eLearning strategies that eLearning professionals need to know in order to develop really engaging eLearning courses.

by Christopher Pappas

May 16, 2015

Instructional Design Models and Theories: The Component Display Theory

The Component Display Theory was introduced in 1983 by M. David Merrill to work alongside Reigeluth's Theory, with the first detailing the “micro elements” of an effective instructional design, though Reigeluth's theory the “macro elements”. The Component Display Theory soon gained popularity among instructional designers and in 1994 Merrill presented a new version of it, known as the Component Design Theory. In this article, I’ll go through its basic principles and how they can be applied to instructional design for eLearning.

by Christopher Pappas

April 20, 2015

Create Effective eLearning Interactions Using The CCAF Model

To design eLearning courses that are really interactive is not an easy task. Dr. Allen’s CCAF Model is a very useful tool for all instructional designers as it defines the characteristics a good interaction should have. In this article, I’ll give you an overview of the CCAF Model as well as some tips on how eLearning professionals may apply its principles to create effective interactions for their eLearning courses.

by Marisa Keramida (M.Ed.)