Topics: Educational psychology, Instructional design, Learning Pages: 14 (2227 words) Published: March 16, 2015
I believe that in order for educators to become exemplary in their field, they need to be familiar and understand the methods and tools of instructional design. For educators to expect professional work from their learners, they need to be able to provide the necessary skills to expect such work. Learning is such a complicated process that for it to continue progressing and evolving, it needs for both educator and learner to work together. To produce great work, we must have possess and implement optimal skills. To possess those skills, we must learn. The process of Learning is that cycle of collaboration, culture, progressing theories and the mind.

Components of Instructional Models
The ADDIE Model is an instructional technology tool used for training purposes in both education and trainings. The ADDIE model helps you create and organize the instructional and training materials for your students. The ADDIE Model is divided it into five categories; analyze, design, development, implement, and evaluation. The completion of one phase leads to another. By following the steps in the ADDIE Model, you can be sure that none of the steps are left out if you follow each step. Analyze. In the Analyze part of the model you analyze system, you identify what is instructional problem, the audience that you are targeting, are there any learning constraints, the instructional setting and also estimate how long and how much it will cost to train the tasks. Design. In the design phase you take the information that you got from the Analyzing stage to create an instructionally sounds program. The three parts that are should be implemented in order to get a great program are outlining reviewing the program and the approval. When designing your program make sure that your learners can comprehend the materials. Develop. The development phase is where you start creating and pull together the content. You will also decide the delivery method such as handouts, videos, PowerPoints, etc. The Testers will begin figuring out if there are any kinks that need to be corrected. The project is examined and adjusted according to any feedback that is given to you by the testers.

Implement. In the Implementation phase you will start presenting the materials that you have developed. During the implementation phase you could possibly see some further redevelopment of your design. At this point you would most like be training the facilitators and do some test piloting. The facilitators' preparation should cover the all of the program’s information, learning goals and objectives, how the training would be delivered, and the procedures for testing the design. At this point the projector manager makes sure that all the necessary materials are in place; and that all the elements are up and running. Evaluate. The last stage of the ADDIE Model is the Evaluation phase. This phase consist of two part, the Formative and Summative. The formative part is done while the developers and the testers are conducting the study. The Summative occurs during the end of the program. The purpose of the evaluation phase is to determine if the goals and objectives have been met.

Gagne’s Theory of Instruction and Nine Events of Instruction The concept of Gagne’s Theory of Instruction
1. A task analysis is done for the specific skill to be learned; this analysis details each component of the skill 2. The components can then be assembled to create a plan for instruction, which Gagne called a “learning hierarchy” 3. Therefore, a teacher creating an instructional plan would identify the skill to be learned as a specific behavior, then ask and answer the question and quote; what would you have to know how to do in order to perform this task, after being given only a set of instructions (Driscoll, 2000) The Nine Steps

1. Gain attention: Get the learners’ curiosity, interest and motivation. Giving background information...

References: ADDIE Model. (n.d.). Retrieved February 15, 2015, from
Bandura, A
Benjamin S. Bloom, Bertram B. Mesia, and David R. Krathwohl (1964). Taxonomy of Educational
Objectives (two vols: The Affective Domain & The Cognitive Domain)
Bloom 's Taxonomy of Learning Domains. (n.d.). Retrieved February 15, 2015, from
Driscoll, M
Fahy, P. J. (1999). On-line teaching in distance education and training, MDDE 621, Study Guide. Athabasca, Canada: Athabasca University.
Gagné, R.M. (1985). The Conditions of Learning and Theory of Instruction (4th Edition). New York: CBS College Publishing.
Short, L., Hennessy, M., & Campbell, J. (1996). Tracking the work. In Family violence: Building a coordinated community response: A guide for communities.
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