INTRODUCTION


 * INTRODUCTION‍‍‍‍‍‍‍‍‍‍**

**‍2. ‍‍‍‍‍‍‍‍‍‍‍Online learning design model adopted**
As a prelude to the online learning design model adopted, I would like to open this section with a brief definition of online learning design. As defined by Dick, instructional design model is "a complete process for designing, developing, and evaluating instruction which can be taught" (1978: 267). The overall online learning design model adopted for the prototype online learning activity is ADDIE ‍‍‍‍‍‍‍‍‍‍‍as indicated in the attachment below ‍‍‍‍‍‍‍‍‍‍‍. According to Dabbagh, instructional technology environments, e-learning included, “must be rooted in epistemological frameworks to be effective for teaching and learning” (2005:26). In simple terms, online learning design should be based on our beliefs on what optimizes learning or how we think learners learn best. Clearly defined, epistemology deals with questions such as: "What is knowledge? How is acquired? What do people know?" (Kirschner, 2009:144). Our beliefs on how learners learn are shaped by learning theories that are then determinants of pedagogical models which give rise to matching instructional strategies. Dabbagh’s (2005) observation aligns well with Der Thanq, Hung and Wang (2007) who also emphasize the importance of congruence between learning design theories and learning theories. ‍‍‍‍‍‍‍‍‍‍‍It ‍‍‍‍‍‍‍‍‍‍‍therefore worth quoting Dabbagh and Bannan-Ritland that “familiarity with learning processes, effective instructional strategies, and a systematic process of design, development and evaluation may make the difference between success and failure in online learning” (‍‍‍‍‍‍‍‍‍‍‍2005:112). ‍‍‍‍‍‍‍‍‍‍‍

The ADDIE model is characterized by learning pedagogy that is “learner centred”, … “goal oriented”, … “focuses on meaningful performance”, … “assumes outcomes can be measured in a reliable and valid way”, … “empirical, iterative and self-correcting” and “is a team effort” (Gustafson and Branch 2007:13). As elaborated on further by Gustafson and Branch, the learner centred approach does not require presence of the teacher. “Self-and group study, technology-based instruction, and teacher-based strategies are all options to be considered” ( 2007:13). In terms of performance that is meaningful, the instructional designer should involve learners in meaningful and complex activities, including authentic situations (Gustafson and Branch, 2007). With regards to “empirical, iterative and self-correcting” (Gustafson and Branch, 2007:13), learners need to be provided with guidance and feedback by those more knowledgeable than they are to ensure accuracy of skills and knowledge (Gustafson and Branch, 2007). These are all examples of the key factors that led to the selection of the ADDIE model which is more suitable for the learning environment explained in my context.

It was therefore appropriate to adopt the ADDIE learning design model in this context. Like many other learning design models, the ADDIE model features five key phases in online learning design: “analysis, design, development, implementation, and evaluation” Gustafson and Branch 2007:12), as reflected in this ADDIE model diagram []. With reference to the Vula EDN5101s Wiki, the ADDIE acronym is a reflection of a learning design process with five phases that are clearly summarised as:


 * //Analyze // – analyze learner characteristics, task to be learned, etc. Identify instructional goals, conduct instructional analysis, analyze learners and contexts
 * //Design // – develop learning objectives, choose an instructional approach, write performance objectives, develop assessment instruments, develop instructional strategy
 * //Develop //– create instructional or training materials, design and select materials appropriate for learning activity, design and conduct formative evaluation
 * //Implement // – deliver or distribute the instructional materials
 * //Evaluate //– make sure the materials achieved the desired goals (Red Group, EDN5101S 2011 Wiki)

There is a variety of other instructional design models, e.g. the R2D2 Model, Agile Instructional Design, Pebble-in-the-Pond, Dabbagh and Bannan-Ritland and many others that could be suitable for online learning design. However, only one model is adopted for this design, though for example the Dabbagh and Bannan Ritland (2005) model could have been applicable as well. However, some specific instructional design models, e.g. the Agile and the R2D2 models that should be aligned with emerging learning theories (Rawsthrorne, 2005), might not be suitable for my context. They are not suitable for students whose computer usage skills are deficient and need more guidance and reinforcement as well as cognitive development. ‍‍‍‍‍‍‍‍‍‍ A socio-constructivist approach ‍‍‍to learning for which the Agile model is more suitable might not be the best approach for my context as it would not meet the learners' needs effectively. Another example is the Pebble-in-the-Pond instructional moldel that starts with the content to be learned, i.e. the specific problem to be learned, before coming to exploration or analysis. It is my assumption that such an instructional model underestimates the importance of contextual analysis, as well as the importance of understanding learning as an organizational/institutional activity.

It is worth pointing out that though the ADDIE model has been criticized for its linear graphic representation (Rawsthorne, 2005), most of the instructional design models are adaptations of the ADDIE model (Dick, Carey and Carey, 2004). This makes the ADDIE model ideal for online learning instructional design, just like other types of instructional design models. With regard to its shortcomings, any design model can be slightly adapted to best suit the given context should the need arise.

References

Dabbagh, N. (2005). Pedagogic models for e-learning: A theory-based design framework. //International Journal of Technology in Teaching and Learning//, 1(1), 25-44 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Dabbagh, N. and Bannan-Ritland, B. (2005). //Integrative learning design framework for online learning environments.// In N. Dabbagh and B. Bannan-Ritland (Eds). Online learning: Concepts, strategies and application//.// New Jersey: Pearson. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Der-Thanq, C. Hung, D. and Wang, Y. (2007). Educational design as a quest for congruence: The need for alternative learning design tools. //British Journal of Educational Technology//, 38(5), 876-884. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Dick, W. (1978). The educational psychologist as instructional designer. //Contemporary Educational Psychology// 3, 265-271. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Dick,W.O, Carey, L. and Carey, J.O. (2004). Systematic Design of Instruction. Boston,MA: Allyn and Bacon. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Gustafson, K.L. and Branch, R.M. (2007). //What is Instructional design?// In R.A. Reiser and Dempsy J.V. (Eds). Trends and issues in instructional design and technology, 10-16. Upper Saddle River: New Jersey. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"><range type="comment" id="609241">‍‍‍‍‍‍‍‍‍‍‍Kirschner ‍‍‍‍‍‍‍‍‍‍‍, P.A. (2009) "Epistemology or Pedagogy, That is the Question" in S. Tobias & T.M. Duffy. //Constructivist// i//nstruction: Success or failure//, 144-157. New York: <range type="comment" id="800185">‍‍‍‍‍‍‍‍‍‍‍Routledge. ‍‍‍‍‍‍‍‍‍‍‍ Accessed on 15/08/2010. Available online at: [] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Rawsthorne, P. (2005). Agile Methods of Software Engineering should continue to have an influence over instructional design methodologies. Accessed on 15/08/ 2010. Available online: [] Red Group: Vula EDN5101s Wiki (2011). The ADDIE learning design process. Accessed on 15/08/2011. Available at: []