Survey of instructional development models, third edition

Gustafson, Kent; Branch, Robert Maribe; Alpert, Shannon Atkinson

doi:10.1002/pfi.4140370509

Cited by 114 publications

(164 citation statements)

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“…Numerous models exist in the field of instructional design that assist designers working in a variety of settings (Gustafson and Branch, 2002). In addition, as new understandings of learning and instruction become available and accepted, existing instructional design models are refined and enhanced to take into account such developments and changes (Dick, Carey & Carey, 2001;Morrison, Ross, & Kemp, 2004).…”

Section: Id Model Construction and Validation: A Multiple Intelligencmentioning

confidence: 99%

“…The 13 models in this study were analyzed in terms of the four major ID activities as defined by Gustafson and Branch (1997), and the six core elements of instructional design defined by Richey (1986) Figure 1, but the ID models possessed a greater level of detail. All ID models addressed learner assessment and problem analysis, but only three of them included a needs assessment.…”

Section: Summary Of Models Reviewedmentioning

confidence: 99%

“…Instructional Development Institute (IDI) Model (Gustafson & Branch, 1997), chosen for its historical significance and its use in teacher training;…”

Section: Instructional Design Theories and Modelsmentioning

confidence: 99%

“…The first iteration of The Multiple Intelligence Design Model was structured around Gustafson and Branch's (1997) four stages in instructional design (Analysis, Design, Develop, and Evaluate). This initial MI Design Model was a five page bulleted and narrative list of behaviors, characteristics, and examples of how to implement multiple intelligences into instructional design.…”

Section: Determining the Components Of A MI Design Modelmentioning

confidence: 99%

“…This paper presents the decision-making processes and procedures used in model development, and provides a framework for the internal validation of instructional design models using expert review procedures. ID Model Construction and Validation: A Multiple Intelligences Case Numerous models exist in the field of instructional design that assist designers working in a variety of settings (Gustafson and Branch, 2002). In addition, as new understandings of learning and instruction become available and accepted, existing instructional design models are refined and enhanced to take into account such developments and changes (Dick, Carey & Carey, 2001; Morrison, Ross, & Kemp, 2004).…”

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ID model construction and validation: a multiple intelligences case

Tracey

Richey

2006

Education Tech Research Dev

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This is a report of a developmental research study that aimed to construct and validate an instructional design model that incorporates the theory and practice of multiple intelligences. The study consisted of three phases. In phase one, the theoretical foundations of multiple intelligences and instructional design were examined to guide the development of such model. In phase two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and validated by experts in the field of instructional design through a three-round Delphi study. The result was a revised and validated Multiple Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and provides a framework for the internal validation of instructional design models using expert review procedures. ID Model Construction and Validation: A Multiple Intelligences Case Numerous models exist in the field of instructional design that assist designers working in a variety of settings (Gustafson and Branch, 2002). In addition, as new understandings of learning and instruction become available and accepted, existing instructional design models are refined and enhanced to take into account such developments and changes (Dick, Carey & Carey, 2001; Morrison, Ross, & Kemp, 2004). In recent years, there has been an increased focus on systematically studying the processes involved in the construction, validation, and implementation of instructional design models (Seels, 1994; Richey, 1998; Richey, Klein & Nelson, 2004). This research focus, usually referred to as developmental research, draws on and contributes to the literature in areas such as the nature and practice of instructional design (ID), designer decision-making, the role of theory in instructional design, and the relationships between theory and practice in instructional design. This article reports on one such developmental research study conducted to construct and internally validate an instructional design model that incorporates the theory and practice of multiple intelligences. Approaches to Model Construction and ValidationIn spite of the widespread use of models in the field of instructional design there is a paucity of literature, let alone research, on model formation. Dick (1997) It was first necessary to determine if it was logical and feasible to synthesize the theories underlying instructional design and multiple intelligences into one useable instructional design model. Instructional design is the process used to construct instructional products, programs, and delivery systems. Multiple intelligences theory is built on the premise that learners acquire knowledge based on learning potential and that people learn in at least seven different ways.While the theory of multiple intelligences and its implications for learning and instruction have been available for over two decades (Gardner, 1983), until now there has been no systematic process for guiding the application of th...

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Section: Id Model Construction and Validation: A Multiple Intelligencmentioning

confidence: 99%

Section: Summary Of Models Reviewedmentioning

confidence: 99%

“…Instructional Development Institute (IDI) Model (Gustafson & Branch, 1997), chosen for its historical significance and its use in teacher training;…”

Section: Instructional Design Theories and Modelsmentioning

confidence: 99%

Section: Determining the Components Of A MI Design Modelmentioning

confidence: 99%

mentioning

confidence: 99%

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