Overview of Instructional Design Model Issues and Challenges
IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563
Vol. 2, No. 3, June 2012
Overview of Instructional Design Model: Issues and
Challenges
Naganathan Venkatesh
Research Scholar, NITTTR, India
Dr. Kit Chee Wong
Adjunct (Visiting) Professor of Management.
UGSM-Monarch Business School Switzerland.
Adjunct Faculty University of Wales UK.
Abstract:
Instruction design (ID) is perhaps the most critical component of material development of today’s focus in education industry, since the effectiveness of learning is controlled primarily by the nature of instruction. How instruction is delivered to the audience is the key factor that decides the success or failure of the content designed by the course designer. In today’s scenario lot of well-known ID model are available, in this paper we review the important aspects of ID models and the current issues and challenges that are faced while implementing it in the real world situation by the instructional designers while preparing the course materials for learning.
Introduction:
ID models describe a systematic process, typically delineated by phases. They provide a structure to use when designing instructional products and experiences to meet learners’ instruction. ID models provide a series of steps to help us communicate with clients to determine project goals, learner outcomes, timelines, and budget. This is a systematic process with roots in behaviourist theory. This is a valuable process particularly useful for teaching concepts, procedures, and basic skills. On the other hand, there are also learning goals that involve critical thinking, problem solving, and lifelong learning skills (Dunlap & Grabinger,
2003). There are also benefits of employing new media in learning and teaching and embedding the use of Information
Technology into the curriculum. These methods of learning are being harnessed to improve access, enhance the quality
of
Vol. 2, No. 3, June 2012
Overview of Instructional Design Model: Issues and
Challenges
Naganathan Venkatesh
Research Scholar, NITTTR, India
Dr. Kit Chee Wong
Adjunct (Visiting) Professor of Management.
UGSM-Monarch Business School Switzerland.
Adjunct Faculty University of Wales UK.
Abstract:
Instruction design (ID) is perhaps the most critical component of material development of today’s focus in education industry, since the effectiveness of learning is controlled primarily by the nature of instruction. How instruction is delivered to the audience is the key factor that decides the success or failure of the content designed by the course designer. In today’s scenario lot of well-known ID model are available, in this paper we review the important aspects of ID models and the current issues and challenges that are faced while implementing it in the real world situation by the instructional designers while preparing the course materials for learning.
Introduction:
ID models describe a systematic process, typically delineated by phases. They provide a structure to use when designing instructional products and experiences to meet learners’ instruction. ID models provide a series of steps to help us communicate with clients to determine project goals, learner outcomes, timelines, and budget. This is a systematic process with roots in behaviourist theory. This is a valuable process particularly useful for teaching concepts, procedures, and basic skills. On the other hand, there are also learning goals that involve critical thinking, problem solving, and lifelong learning skills (Dunlap & Grabinger,
2003). There are also benefits of employing new media in learning and teaching and embedding the use of Information
Technology into the curriculum. These methods of learning are being harnessed to improve access, enhance the quality
of