a collaborative effort on exploring addie,sam,tpack model

Instructional design models help instructional designers to make sense of abstract learning theory and enable real world application. Instructional design models organize and visualize learning theories and principles to guide instructional designers through a learning development process. Stated differently, an instructional design model can be considered a framework to develop learning materials. Many of them have common instructional design principles and patterns. Below is a list of the most common instructional design models (including the ADDIE model) that are used to design learning experiences, courses, and instructional content.

Using an instructional design model provides a systematic and structured approach to designing, developing, and delivering training material. It helps ensure all learning material is effective, efficient, and engaging.

Here are a few important reasons to use an instructional design model.

Quality: An instructional design model ensures that all learning material is designed with a clear purpose and has intended outcomes. Following a systematic instructional design approach, you can identify potential design learning content flaws and correct them before they’re used in training courses.
Saves time and resources: By using an instructional design model, instructional designers can create a blueprint for learning material that includes all necessary components, activities, and assessments, and that can be reused for future instruction. This helps save time and resources in the content creation process.
Collaboration: An instructional design model provides a framework for collaboration among instructional designers, subject matter experts, and stakeholders to create high-quality instruction that meets the needs of the learners and the organization.
Increases engagement: An instructional design model helps ensure the learning material is engaging and relevant to learners. By following a systematic process, instructional designers can identify the learners’ needs, interests, and preferences, and design instruction that aligns with them.
Evaluation and improvement: An instructional design model includes a process for evaluating the effectiveness of the training material and how to make improvements. By collecting data on the learners’ performance and feedback, instructional designers can identify areas for improvement and refine the instruction for future use.

8 Best Instructional Design Models in 2024
Here are eight of the most common models of instructional design for corporate L&D and other learning organizations can follow and implement:

1. ADDIE Model
The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model represents an iterative, dynamic, and flexible guideline for instructional designers to build effective eLearning courses. The model gives you a streamlined, focused approach that provides feedback for continuous improvement.

Here are the five phases of the ADDIE model.
Analysis:

1. Exploring ADDIE, SAM and TPACK Instructional Design Models Presented by: James A. Dumaboc Dona C. Minguita To: Elaine May S. Patiño Ph.D March 23, 2024

2. What is Instructional Design Models? Instructional design models help instructional designers to make sense of abstract learning theory and enable real world application. Instructional design models organize and visualize learning theories and principles to guide instructional designers through a learning development process. Stated differently, an instructional design model can be considered a framework to develop learning materials. Many of them have common instructional design principles and patterns.  

3. “The great growling engine of change is technology." The ADDIE Model was first created for the U.S. Military during the 1970s by Florida State University. ADDIE is an acronym for a five-phase course development process. The ADDIE Model generally consists of five interrelated phases—Analysis, Design, Development, Implementation, and Evaluation. 

4. I The analysis phase of the ADDIE Model the instructional problem is identified. The instructional goals, success metrics, and overall objectives are also established. Information regarding the learner such as the learning environment, preferences, demographics, and existing knowledge and skills are also identified during this phase. A ANALYSIS

5. The design phase of the ADDIE Model nails down learning objectives, instructional methods and activities, storyboards, content, subject matter knowledge, lesson outlines, and media assets. D DESIGN

6. The development phase of the  ADDIE Model  is where instructional designers develop the content and learning interactions outlined in the design phase. During this phase, content is written and graphics, audio, and photography are also produced and assembled. D DEVELPOMENT

7. During the implementation part of the  ADDIE Model , the instructional designer delivers the content and materials to Learning Management Systems (LMS) or directly to the trainer for live training events. The instructional designer also provides training needed to trainers, facilitators, SME's or instructors.  I IMPLEMENTATION

8. During the evaluation phase of the ADDIE Model, the instructional designer determines what success will look like and how it will be measured. Often, the evaluation consists of two phases: formative and summative. Formative evaluation is iterative and is done throughout the design and development processes. This occurs throughout the ADDIE process. Summative evaluation consists of tests done after the training materials are delivered. The results from these tests help to inform the instructional designer and stakeholders on whether or not the training accomplished its original goals outlined in the analysis phase.  E EVALUATION

9. SAM is a different approach to the development of instructional design products that address the performance need through iterations, repeated small steps, rather than with perfectly executed giant steps. SAM challenges the notion of moving through a linear process (like ADDIE) from Analysis to Evaluation as an effective strategy for designing learning events intending to produce greater performance. SAM addresses the roadblocks we all face (product quality, meeting timelines and budgets, and managing SMEs). Most importantly, SAM is an agile e-learning development process built specifically for the creation of performance-driven learning. Below are the core phases:

10. Instead of starting with a long, drawn-out evaluation of the existing or “needed” content, SAM starts with the preparation phase—where you gather information and get all the background knowledge. This is intended to be a very quick phase. BACKGROUND Preparation Phase Information Gathering SAVVY Start

11. Iterative Design Phase Project Planning Additional Design This phase begins with the Savvy Start, the initial collaborative brainstorming meeting that establishes the foundation for a successful project. The Savvy Start focuses primarily on performance and will serve as the project kickoff meeting and the main environment for all project team members to converse. Throughout the Savvy Start and the Iterative Design Phase, your team will be rotating through design, prototype, and review.

12. ROLL OUT Iterative Development Phase Design Proof Alpha Beta Gold Much like the Iterative Design Phase, in the Iterative Development Phase, your team will rotate through development, implementation, and evaluation. You’ll start with your design proof, moving to Alpha and Beta, before finally rolling out the Gold. As the instructional product is being developed, you continually analyze and evaluate, so that at any point if a change needs to occur, it can happen quickly and limit any risk of the project moving out of budget or time."

13. The TPACK Model TPACK is a model for thinking about teaching knowledge and how the different types of knowledge a teacher has about the content they are teaching, the ways they teach the content and the tools they use to support how they teach. TPACK focuses on the overlaps and interactions between these three types of knowledge to highlight seven different types of knowledge about teaching.

14. Technology Knowledge According to Koehler and Mishra, “Knowledge about certain ways of thinking about and working with technology, tools and resources. And working with technology can apply to all technology tools and resources. This includes understanding information technology broadly enough to apply it productively at work and in everyday life, being able to recognize when information technology can assist or impede the achievement of a goal, and being able continually to adapt to changes in information technology.

15. Pedagogical Knowledge Pedagogical Knowledge is, according to Koehler and Mishra, “ Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment. ”

16. Content Knowledge Content Knowledge is, according to Koehler and Mishra, “Teachers’ knowledge about the subject matter to be learned or taught. The content to be covered in middle school science or history is different from the content to be covered in an undergraduate course on art appreciation or a graduate seminar on astrophysics. As Shulman (1986) noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge.

17. COMPARISON OF ADDIE, SAM, AND TPACK MODELS By comparison, SAM is an iterative, or “agile” approach to instructional design, whereby steps are frequently returned to and repeated in circular patterns or progress until the desired outcome is achieved. One approach is not necessarily better than the other - rather, they might suit different teams, with different sized clients.  The ADDIE approach can be better suited to large projects and clients whereby progressive sign-offs are unavoidable or clients insist on using traditional technologies that cannot keep pace with agile development. The SAM approach may be better suited to smaller teams and projects that can thrive off a less structured and more adaptive style of working, and are open to using newer, more flexible technologies.

18. COMPARISON OF ADDIE, SAM, AND TPACK MODELS Though at first glance TPACK and SAMR seem to have similarities, the two models are quite different.  SAMR – which stands for Substitution, Augmentation, Modification, and Redefinition – is best for providing a high-level view of technology integration in the classroom. SAMR is simple. The issue with SAMR, however, is that it might be  overly  simple.  TPACK does not treat technology as  separate  from teaching and learning. Instead, TPACK incorporates the interdisciplinary nature of pedagogy, content, and technology.  As we teach, we combine our knowledge of the content (the material or subject we are teaching) with our knowledge of pedagogy (how to teach). As technology becomes increasingly more ubiquitous in the classroom, we also have to add our knowledge of technology into the mix: combining content, pedagogical, and technological knowledge. 

19. TPACK is a framework that can be effective in guiding teachers to incorporate technology into teaching and learning in meaningful ways. TPACK views tech integration as the intersection of knowledge areas – pedagogy, content, and technology. Consider using this framework as we continue to develop our philosophy around technology in your classroom. Teaching in a 21 st century classroom, one must incorporate the used of technology. The use of technology during whole-class instruction can foster student engagement for auditory and visual learners. Integrating simple technologies PowerPoints, games, internet homework assignments, or online grading systems can be difference makers in students' growth in the classroom. CONCLUSION

20. References: https://www.aihr.com/blog/addie-model/ https://www.instructionaldesigncentral.com/instructionaldesignmodels https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-used-in-the-classroom/ https://www.howtoo.co/posts/the-complete-guide-to-the-successive-approximation-model-sam-of-instructional-design