Bill Osterholt

EDU-657

Dr. Jayme Linton

August 3, 2017                                               

Revised Compare and Contrast two ID Models

Instructional Design provides models for the systematic development of learning plans. In these models, designers address goals, needs, and the process for instruction. Each of these structures approaches this challenge differently. The models I feel most aligned with my teaching plans are ADDIE and Understand by Design. This paper will compare and contrast these two models.                                                                                                                                               

The first step is to briefly define these two models. The ADDIE model was developed from an existing design plan utilized by the military. ADDIE uses a five step approach: Analysis, Design, Development, Implementation, and Evaluation. During the Analysis phase, the instructor would identify the student’s needs, their existing knowledge, identify a learning problem, and set goals and objectives. Curriculum and time constraints would also be addressed. In the Design phase, objectives for the lessons are identified.  In the Development stage, the designer builds lesson plans based on the goals from the design phase. The next stage is to Implement the plan. At this point, in the ADDIE model, both the teacher and the learner are trained how to implement the curriculum. The effectiveness of the program or curriculum is addressed in the final step Evaluation.

Understanding by Design is my second instructional design model. UbD Is also referred to as “backward design”. In this model, the designer first focuses on the desired learning outcomes or goals. So UbD begins with the end in mind. The concept is that if an instructor or teacher has their goals in mind it will enable them to structure lessons to meet those goals. The second step in this model is the plan to illustrate what evidence or assessment demonstrates the student’s understanding and mastery of the subject. The final stage is the development of the curriculum to meet both the goals and the stated assessments.

In comparing the two models, UbD takes a big picture approach. It is theoretical and emphasizes learning for the long term and transferring of knowledge to other subjects. Backward design lessons are structured in ways that help lead students to the desired end result. UbD also utilizes the WHERETO template:

●     Where the lesson is going

●     Hooking and Holding interest

●     Equipping students so to enable a positive learning experience

●     Providing changes to Rethink and Revise

●     Encouraging Self-Evaluation

●     Tailoring to individual Needs

●     Organization both by instructor and student

          In contrast, ADDIE is a more systematic approach. ADDIE Is more detailed, especially in the analysis stage where many questions about a student’s capabilities are asked. It can be implemented in many settings, including business structure. Evaluation of the plan and program is encouraged throughout all the steps in ADDIE, including an overall evaluation of the success of the delivery of the program, as well as achieving desired outcomes.

          Most teachers use one of these models of instructional design in their class planning. As a martial art’s instructor, I use both of these processes which I am comparing in this paper. The backward design model is - how many martial art programs are designed?  The goals and objectives are obtaining a certain level of proficiency. The Next Step would be to design assessments that would demonstrate these levels.In the martial arts, this would be a proficiency test to demonstrate a skill set. 

The final step in UbD is to build the curriculum or class plans that would enable the students to meet their goals.

Although this is clearly a plan for successful instruction, individualizing the program also needs to be addressed. The ADDIE model provides a structure to address these concerns. In the analysis step, an instructor would identify students’ needs, prior knowledge,  learning limitations, and personal goals. The design and development phases are the same as in Understanding by Design.  The implementation step provides instructors and students practical understanding of how the curriculum Is working in real time. Evaluating instruction and modifying and refining for age consideration, students ranging in age from 5 to 85 typically attend martial art classes. Physical limitations and various motivations require constant updating and refinement in class content.

References

Forest, E. (2014). ADDIE Model: Instructional Design, Educational Technology 2017,                 retrieved from http://educationaltechnology.net/the-addie-model-instructional-design/

Wiggins,G. (2005) Understanding By Design: Overview ofUbD &the DesignTemplate,                  Lenoir-Rhyne Canvas, retrieved from https://canvas.lr.edu/courses/5431/pages/understanding-by-design?module_item_id=76981

Images

   ADDIE,2017),Spitzig.com  

  UbD, (2017), Brianclassplan.wordpress.com

  Belts and Class, (2017), Martialartsguy.com