ID+Model+Report

Delgado, Jessica ESE6939 9/30/12 ID Model Report For my ID (Instructional Design) Model Report, I have found two wonderful articles that discuss Instructional Design from different perspectives. The first article looks at Instructional Design with a behaviorist and cognitive approach while the other focuses on Instructional Design by explaining a constructivist model. I began my journey to find these articles by taking the suggested route and looking at the syllabus bibliography and my textbook chapter reference list. Personally, nothing really grabbed or compelled me while looking on these sites, so I knew I had to use another method to find something for me to use. I then continued my search by looking on googlescholar.com. I like using this site because it connects me with scholarly and reputable journals and articles from various databases. I chose my first article ‘An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design’ because I liked the fact that it touches on multiple well-known theories and models and discusses how all theories and models are frameworks that have evolved and contributed to the development of Instructional Design. Also, it used the term ‘multimedia’ in the title which hinted that it would tie in technology. The other article I chose, ‘A General Set of Procedures for Constructivist Instructional Design: The New R2D2 Model’ first caught my eye based on the name; the ‘R2D2’ part made me laugh. Then, I like that this article was giving me a different perspective (constructivist) of an Instructional Design as well as an example of an ID Model.

In the article ‘An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design’ by Patricia Deubel, Interactive Multimedia Instructional Design is illustrated through behaviorist and cognitive approaches. First, the article goes into detail about behaviorist concepts. It thoroughly describes the different behaviorist ID characteristics which include subject matter, sequencing and learner control, and learning. Then, the article proceeds to describe cognitive concepts. The author explains each of the cognitive concepts, the importance, and how they are applied in ID. These concepts include: discovery learning, scaffolding, instructor as coach, problem-based instruction/learning, learner control, assessment in context of learning, cooperative learning, orientation activities, advance organizers, metacognitive devices, and active engagement. The article does a great job in describing and discussing the characteristics of Instructional Design as well as the basic concepts that intertwine. The article then goes on to explain in detail how these characteristics and basic concepts compare in intertwine. In this article, the author also touches on the rules for interface designs when it comes to implementing them with multimedia as well as the framework for ID. In addition, the article discusses how universal design for learning is incorporated into the field of Multimedia ID. The article concludes by stating that both behavioral and cognitive ID approaches contribute tremendously to the field of ID and no one theoretical framework is suitable for all applications.

The second article that I chose, ‘A General Set of Procedures for Constructivist Instructional Design: The New R2D2 Model’ by Jerry Willis and Kristen Egeland Wright, it focuses on a model that has been developed called the Reflective, Recursive Design and Development (R2D2) model. It mainly speaks about how the guidelines might be put into practice. It clearly states that it is solely describing one possibly way for a constructivist instructional design (C-ID) to be implemented not the required way or steps to do so. First, the procedures of the revised R2D2 Model are discussed. It mentions that the three main principles- recursion, reflection, and participation are the most significant and imperative parts of the R2D2 model. The three focal points of the R2D2 model are Define, Design and Development, and Dissemination. The article goes into detail describing each of the three main focal points. In the Define Focus, there are three activities that are important throughout the entire process of ID. These activities are Creating and Supporting a Participatory Team, Progressive Problem Solution, and Developing Phronesis or Contextual Understanding. In the Design and Development Focus is where most of the action happens. The Dissimination Focus includes four activities: summative evaluation, final packaging, diffusion, and adoption. The article also discusses how the R2D2 model is one of several Instructional Design models centered around the constructivist theory. This type of model has been used most commonly in academic and research settings, however, similar models have also been used in industrial design and software engineering.

The model described in the first article using behaviorist and cognitive approaches does seem feasible in my second grade classroom. I feel using the behaviorist approach in my class wouldn’t need much modification because we basically use appropriate and explicit instruction on a daily basis before learners are expected to copy the desired behavior. The performance standards are also always made explicit. In correspondence of the behaviorist approach, I also already build proficiency from frequent review, test checks, and feedback. As far as the cognitive approach, I also already run my classroom using some of these methods, so I know it is feasible and wouldn’t need much modification. My students are already expected to analyze, synthesize, summarize, describe, and solve problems. They use problem-based learning to support critical thinking skills and cooperative learning where I have the students work together in groups to solve problems and think critically. In the second article, the constructivist model also seems somewhat feasible for my practice. It states that it has commonly been used in academic settings which shows that it could be something I could infuse into my classroom. With the freedom to test and acquire new knowledge, I see how I could possibly use this method in my classroom. With a group of young students like my second graders, I am constantly collaborating different methods for instruction in order to reach all my students especially using media and technology. Incorporating behaviorist, cognitive, and constructivist models into my classroom exposes my students to challenge my students in different ways.

Works Cited Willis, J. and Wright, K. E. (2000). A General Set of Procedures for Constructivist Instructional Design… Educational Technology, 5-20. Retrieved from [].

Deubel, P. (2003). An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design. Journal of Educational Multimedia and Hypermedia, 12(1), 63-90. Norfolk, VA: AACE. Retrieved from [].