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RICE¶S INSTRUCTIONAL DESIGN MODEL
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Rice¶s Instructional Design Model Martha Rice Texas A&M University ± Texarkana
RICE¶S INSTRUCTIONAL DESIGN MODEL Middle School Technology My instructional design model is based on my experience teaching middle school students in technology applications classes. My students work each day in our computer lab, and each student is able to work on his or her own dedicated desktop computer. I have tried to create a hybrid online / face to face class in which I post assignments, lessons, and resource links in an online classroom management application called Edmoto. My students are supposed to have completed a typing proficiency program by the time they enter 6th grade, but they do not, so my 7th graders spend a portion of their time learning to type and enhancing their typing skills. During the rest of the class time, I try to develop projects, lessons, and assignments that will allow students to learn technology applications skills according to Texas Essential Knowledge and Skills (TEKS) guidelines, but that will also help them to be more successful and creative in their core classes. I try to include my fellow teachers in some of our technology applications assignments so that students can see the value of technology in accomplishing their class work. This online classroom and cross-curriculum approach makes careful instructional development essential. Rice¶s Instructional Design Model ADDIE: a good starting point The ADDIE instructional design plan calls for the designer to attend to elements of Analysis, Design, Development, Implementation, and Evaluation (Gustafson & Branch, 2007). Every
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teacher preparation course uses some kind of lesson plan model that looks basically like ADDIE. As education in the 21st century progresses toward instructional technology, however, ADDIE needs some additions to meet the dictates of constructivist and technological teaching advances and theories. Because technology has allowed instructors and learners to construct online
RICE¶S INSTRUCTIONAL DESIGN MODEL classrooms, learners are now afforded more freedom than ever before to construct their own
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instruction and learning pathways, to communicate and collaborate, and to learn more effectively by working at their own paces and in non-linear ways (Zimnas, Kleftouris, & Valkanos, 2009). Instructors need to be more cognizant that research into effective instructional techniques is easier than ever to find, and more important than ever to use while developing instruction. Learners are not the only ones who need to learn to research and collaborate: instructors should be communicating more amongst themselves to learn how to teach more effectively (Ruark, 2008). Constructivist theory also suggests that instructors, whose roles should be guide and coach rather than knowledge-provider, should continually monitor the learning process and adjust instruction throughout the process to afford learners more individual learning opportunities and autocracy (van Rooij, 2010). Rice¶s Instructional Design Model My instructional design model is called ACT MIT-E (Act Mighty!), which stands for Audience, Context, Target, Method of instruction, Instructional plan, Test learning, and Evaluation. The first half of the process (ACT) deals with planning. The second half (MIT) deals with instruction itself. The process is evaluated (E) throughout. y Audience (to be planned with Context step). The instructor needs to analyze who the learners are. What do they already know? What is age-appropriate for middle school students? What are they capable of doing or learning? What are the best ways to get their attention? y Context of knowledge (to be planned with Audience step). The instructor needs to set up the goal(s) of instruction, taking into account the educational goals of the learners. How do the goals of this instructional lesson relate to any ongoing instructional units? What
RICE¶S INSTRUCTIONAL DESIGN MODEL skills and knowledge do the learners need in order to be successful with this particular part of the learning? Will the instructor pose ill-structured problems or other kinds of problem solving to the learners? How can the instruction include cross-curricular elements? How can the instructor tie this knowledge to what learners are learning in other classes? y Target objectives. After thinking about audience and context, instructors should carefully analyze exactly what specific objectives the instruction should encompass. In this step, instructors should think about ways to scaffold learning to help students better learn material and master the objectives. y Method of instruction (to be planned with Instructional plan and Test learning steps). Instructors should consider ways of delivering instruction to learners in this step. What technology could learners use? What aspects will be constructivist? What aspects will be objective? What other skills will students need to know to be successful? How long should the lesson(s) take? y Instructional plan (to be planned with Method of instruction and Test learning steps).
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Instructors will plan specific activities in this step, including devising guidelines (rubrics) for each activity. Will learners collaborate or cooperate or work individually? Are activities (and methods) proved effective through research? y Test learning (to be planned with Method of instruction and Instructional plan steps). Instructors should determine how learners will demonstrate success in learning during this instruction. Will learners be assessed in traditional ways (essays, tests, etc.)? Will learners demonstrate knowledge contextually? How will learners demonstrate retention
RICE¶S INSTRUCTIONAL DESIGN MODEL of this knowledge? Will the knowledge be assimilated or forgotten? How will the instructor gauge the success of learning? y Evaluation (ongoing throughout MIT steps). The instructor should evaluate the entire instructional process, but particularly the section that integrally concerns learners, the
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MIT steps. How will learners provide feedback as the process goes on (surveys, informal discussions, questionnaires)? How will the instructor adjust as the process goes on in order to best help learners be successful? At the culmination of the process, how will the instructor evaluate his or her own decisions, from start to finish, in order to improve learner success in future instructional design? Why ACT MIT-E? As a junior high school technology applications teacher, I feel as if my students and I are experimenting with learning more than core class teachers are able to, with their standardized testing and increasingly standardized curriculum mandates. ACT MIT-E serves as a good instructional design model for constructivist instructors who are able to give learners freedoms to have input on their educational goals and provide ongoing feedback to instructors about what is working and what needs to be changed. ACT MIT-E also reflects the ability that technology instructors have to use technology in the classroom with every lesson, affording student the ability to work, collaborate, and communicate more effectively.
RICE¶S INSTRUCTIONAL DESIGN MODEL References Driscoll, M.P. (2008) Pyschological foundations of instructional design. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology (36-44). Upper Saddle River, New Jersey: Pearson. Gustafson, K.L, and Branch, R.M. (2007). What is instructional design? In R.A. Reiser & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology (10-15). Upper Saddle River, New Jersey: Pearson. Merrill, M.D. (2007). First principles of instruction: a synthesis. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology (62-71). Upper Saddle River, New Jersey: Pearson. Ruark, B. (2008). ARDDIE THE YEAR 2013: ARDDIE IS IN, ADDIE IS OUT. T+D, 62(7), 44. Retrieved from MasterFILE Premier database.
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http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=32926943&site=ehostlive van Rooij, S. (2010). Project management in instructional design: ADDIE is not enough. British Journal of Educational Technology, 41(5), 852-864. doi:10.1111/j.14678535.2009.00982.x. Zimnas, A., Kleftouris, D., & Valkanos, N. (2009). IDEL - A simple Instructional Design Tool for E-Learning. Proceedings of World Academy of Science: Engineering & Technology, 49366-372. Retrieved from Academic Search Complete database. http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=38214343&site=ehost -live
RICE¶S INSTRUCTIONAL DESIGN MODEL Appendix
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