Connectivism: Instructional Designing Process

Instructional Designing Process

Instructional Design is the process through which a learning environment is created, as well as the necessary materials, with the aim of helping the student to develop the necessary capacity to achieve certain tasks.

It is a fundamental tool for e-Learning teachers, since the instructional design is used as a guide for the planning of the learning units as well as for the definition of approaches. It is in this process that the activities to be carried out in each unit are also designed and implemented according to the educational level of each user.  The key to instructional design lies in the possibility that the teacher has to reorient the meaning of the course at a given time, as well as having a flexible training itinerary with which to balance said content.

Addie model

There are many instructional design models, theories, and strategies but basically all of them use the ADDIE model, an acronym that stands for Analysis, Design, Development, Implementation, and Evaluation. The ADDIE model is a fundamental instructional design methodology that takes you from the beginning to the end of the instructional design process.

 

Assure model

The ASSURE model has its theoretical roots in constructivism, starting from the specific characteristics of the student, their learning strategies and encouraging the active and committed participation of the student, which comes from Vygotsky's social learning. ASSURE presents these six phases:

• Analysis: Know the profile of the student so we have to carry out an analysis of the needs, their interests, profession, average age, time dedicated to studying, possible digital skills, etc.

• Standards: writing of the learning objectives. The objectives are the expression of desirable, expected and, at least in part, achievable results. The objectives are the nuclear aspect of the entire teaching and learning process, so that learning is worth what the objectives set (and achieved) are worth.

• Strategies: In this step, the trainer will have to design as creatively as possible and select those strategies, materials, tools and teaching aids that allow the student to achieve the objectives set in the previous phase.

• Use of Technology: It is about planning and reflecting on those platforms (already seen previously) such as LMS, LXP, LRS, video conferencing platforms, interactive digital tools that allow us to carry out everything planned from the didactic and pedagogical point of view.

• Participation: Realization of forums, challenges, chats, to use them in the LMS platforms or, design work groups in the synchronous sessions with the use of platforms that allow us.

• Evaluation: Finally, we must evaluate not only the achievement of the objectives (outcomes) of the participants, but also evaluate the program, that is, assess whether the design, activities, content, resources, platforms, etc. .have been adequate or not and improve the aspects that need to be improved for a next edition. 

  Gagne’s 9 Events of Instruction Model