Principle-Based+Model+of+Instructional+Design

**A Principle-Based Model of Instructional Design** The Author | Summary | Theories | Model Outline | Application | ADDIE Model Comparison | Sources



The Author
As an associate professor of instructional design at Northern Illinois University in DeKalb, Illinois, Dr. Kenneth Silber specializes in instructional design, and change management utilizing more than 30 years of experience in consulting in corporate, nonprofit, and academic venues.

Summary
Kenneth Silber (2010) argues that instructional design has been written about as a chronological process since the mid 1960’s, and that each model to come along since has only tweaked the basic steps presented in the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model differently. Silber contends that ID experts do not follow the steps of ID models, and learners have difficulty absorbing them. Silber proposes a set of principles underlying designing instruction. A principle-based ID model is easier to learn, faster to use, and enhances transfer and retention.

1. Instructional design is not a procedure, but a form of problem solving, made up of a thinking process and a set of underlying principles. Problem types are categorized into three levels: Well-structured, moderately structured, and ill-structured, and the figure below provided by Foshay, Silber, and Stelnicki (2003), provides details on the differences between the levels.



2. Silber (2003), acknowledges that “The thinking process is similar to one designer’s in other fields use.” The principles used to solve problems distinguish the field of instructional design from others. Designing requires a balance of intelligence and insight, an incentive to act, and the capability to reflect on measures chosen.

3.Silber (2003) also advises that Instructional design is a well-known, and agreed on, set of principles that form the mental model for expert designers. To avoid misuse of the model, it is crucial to understand that this set of principles is not a linear set to be followed step-by-step, but to keep the principles of ADDIE in mind when defining and solving instructional design problems. Only one principle, or several principles, may be accessed while solving the problem.
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Theories
Slideshow provided courtesy of Michael M Grant, Educational Consultant & University Faculty at The University of Memphis, TN media type="custom" key="10463644" align="left" ||
 * Silber’s model of instructional design draws from Dick & Carey; Morrison, Ross & Kemp; Seels & Glasgow; and Smith & Ragan.

Merrill also advises that experienced instructional designers base their design on the following principles: Learning is enabled when the learners incorporates this new knowledge into their world. Source: [] ||
 * Dr. David Merrill (2002), counsels that, of the instructional design models currently available, several recommend that learning environments are those that are most effective are problem- centered and include the learner in four well-defined stages of learning: (1) activation of prior experience, (2) demonstration of skills, (3) application of skills, and (4) integration or these skills into real world activities. Figure 2 below illustrates these philosophies. Merrill feels that many in the field of instructional design concentrate on phase 2, demonstration of skills, and ignore the additional phases in this cycle of learning.
 * Learning is enabled when learners are in the process of resolving real-world problems.
 * Learning is enabled when accessible knowledge serves as the basis for future knowledge to be acquired.
 * Learning is enabled when new knowledge is shown to the learner.
 * <span style="color: #333333; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Learning is enabled when new knowledge is applied by the learner

Model Outline
<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Instructional design and delivery is constantly evolving, and those in the ID line of work must evolve as well. Progression has taken the practice from being a process to becoming a set of principles; emphasis has moved to high-level problem solving, and knowledge and research that have served as the field’s foundation has advanced.

Application
<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Of course, the steps taken to apply instructional design will be different depending on the particular situation, however, the movie I created below illustrates change management on an organizational level. media type="youtube" key="xmFqXXDd_RU" height="345" width="560"