mapping addie and seels and glasgow askar

Running head: MAPPING ADDIE AND SEELS AND GLASGOW MODEL

Mapping ADDIE and Seels and Glasgow Model of Instruction Luay Askar California State University, Monterey Bay

IST 626 Dr. Jeanne Farrington May 29, 2018

1

MAPPING ADDIE AND SEELS AND GLASGOW MODEL

2

Mapping ADDIE and Seels and Glasgow Model of Instruction Instructional Design (ID) (ID) Models are considered the roadmap for the instructional designer to develop and implement instruction and it represents a real-world problem in a meaningful and structured manner. “They simplify the complexities of real situations into sets of generic steps that can be applied in many contexts” contexts” (Gustafson and Branch, 2002). There are many ID models that share many of the basic ID principles and patterns. The ADDIE Model is a flexible and simple instructional model many instructional designers implement it to accommodate their intended design. During the 1970s, the US Airforce and Florida State University used the ADDIE Mod el to design training. Molenda (2003) in his research concluded that “the “the ADDIE Model is merely a colloquial term used to describe a systematic approach to instructional development, virtually synonymous with instructional systems development (ISD)”. In addition, he mentioned, mentioned, “what is emerging in the recent literature is a tendency tendency to accept the ADDIE term as an umbrella term” (p.3). Seels and Glasgow Model of instruction is a p roduct-oriented instructional model according to Gustafson’s instructional model development taxonom y. Gustafson (1981) created a taxonomy where he categorized ID models into classroom-oriented, product-oriented and system-oriented models. The product-oriented models require a team to produce an instructional package, also requires an experienced instructional designer to perform front-end analysis. “The steps in the instructional design phase are interdependent and concurrent and may involve iterative cycling” cycling” (Gustafson and Branch, 2002, p.43). In addition, (Gustafson and Branch, 2002) mentioned that “the “the end product is likely to be widely distributed using a moderately to highl y technical delivery media” media”. The main goal of the model is to improve the efficiency of the product and it focuses strongly on project management (The Herridge Group Inc., 2004).


3

ADDIE

The ADDIE Model is an acronym that constitutes constitutes a framework for many ID Models’ processes. The US Military and during the 1970s the Florida State University used it to design training. The acronyms are; Analysis, Design, Development, Implementation, and Evaluation. The five different phases can be used in succession (Analysis > Design > Development > Implementation > Evaluation) Evaluation) or it can be flexible. According to Farrington, J. (2013),” [i]n the right hands, and with a little creativity, ADDIE provides a flexible structure for design”. Therefore, the instructional phases of ADDIE Model are not onl y linear but can be iterative and interrelated (figure.1).

Figure 1. An ISD Model featuring the ADDIE processes pro cesses adapted from Molenda, M. (2003). In search of the elusive ADDIE model. Retrieved on May 19, 2018, from http://www.comp.dit.ie/dgordon/Courses/ILT/ILT0004/InSearchofElusiveADDIE.pdf The interrelated five phases of ADDIE Model are:



Analysis phase identifies the problem and information about the learners,

environment and preexisting knowledge are collected.




4

Design phase clarifies objectives and documents instructional methods,

activities, storyboards, and contents. Also, this phase documents subject matter knowledge, lesson outline and the available media for use. 

Development phase during this phase the instructional designer will build the

model by assembling the material gathered in the design phase that included written contents, activities with the interactions, graphics, and media. 

Implementation phase during this phase the designer will deliver the ID model

for learning or training purposes either to Learning Man agement Systems or for use during face-to-face/ live training. 

Evaluation phase this phase consists of formative and summative evaluation

most of the times. The former takes place throughout the design and development process and can be used to modify the model if required. The latter consists of tests that take place after the training or the learning mate rial are delivered and aim at giving an idea whether wh ether the preset goals are accomplished or not. Seels and Glasgow Model

The Seels and Glasgow ID Model is a product-oriented model. This type of models requires teamwork with an efficient project manager that work to gether to deliver instructional packages. According to Gustafson and Branch (2002), product-oriented modules are characterized by the presence of instructional product, something needs to be produced rather than selected or modified from existing materials, there will be an emphasis on tryout and revision and the product must be usable by learners in the presence of managers man agers or facilitators (p.30). The Seels and Glasgow ID Model is divided into three phases: phases: needs analysis, instructional design, and implementation and evaluation. Presetera explains that the Seels and


5

Glasgow model leads to efficiency in project planning, resource allocation, and the control of the product development cycle while recognizing that instructional designers are often asked to either manage a project or work within an established project management framework (Presetera as c ited in The Herridge Group Inc., 2004).

Figure 2. Seels and Glasgow Model adapted from Gustafson, K. and Branch, R. (2002). Survey of instructional development models. models. Syracuse, New York: Syracuse S yracuse University. Retrieved May 19, 2018, from https://files.eric.ed.gov/fulltext/ED477517.pdf The Seels and Glasgow Model consists of three phases (figure.2): 

Phase one (Needs Analysis Management Phase) this phase includes needs

analysis (goals, requirements, and context). 

Phase two (Instructional Design and Management Phase) begins after phase

one is complete according to Gustafson and Branch (2002), and is made up of six steps: task analysis, instructional analysis, objectives and tests, formative


6

evaluation, material development, and instructional strategy and delivery systems all of which are joined by feedback and interaction as indicated in figure 2. 

Phase three (Implementation and Evaluation Management Phase) this

includes the development and implementation of the material and followed by delivering it for training and summative evaluation. The steps and the phases can be applied in a linear fashion or in an iterative manner. According to Gustafson and Branch (2002), it does not take to complete each e ach step to progress to the next one. “T[t]he steps in the instructional design phase are interdependent a nd concurrent and may involve iterative cycling” (Gustafson and Branch, 2002, p.43). Mapping Addie and Seels and Glasgow Model

The Addie Model and Seels and a nd Glasgow Model have many man y ID similarities. Both models include the five phases of ID. And, as mentioned by Molenda (2003), “what is emerging in the recent literature is a tendency to accept the ADDIE term as an umbrella term” (p.3). The design of the Seels and Glasgow Model Mod el includes all the five phases of ADDIE Model explicitly or implicitly, and some of the steps are merged together. Phase One of Seels and Glasgow includes the Analysis phase of ADDIE. Phase Two includes Analysis, Design, Development, and Evaluation. Phase Three includes Development, Implementation, and Evaluation (figure 3). “Instructional design models, such as Seels and Glasgow, have also been criticized for highlighting material development over learner outcomes, which in turn can lead to greater emphasis on test data than unobservable unob servable or unmeasurable learning” learning” (Bell & Lefoe, 1998).

MAPPING ADDIE AND SEELS AND GLASGOW MODEL Design

Analysis

Development

7

Implementation

Evaluation

Figure 3. Seels and Glasgow model with ADDIE phases added. Adapted from Gustafson, K. and Branch, R. (2002). Survey of instructional development models. models. Syracuse, New York: Syracuse University. Retrieved May 19, 2018, from https://files.eric.ed.gov/fulltext/ED477517.pdf Conclusion

According to Molenda (2003), ADDIE Model is considered the umbrella term for almost all ID models. The main difference will be the type of model whether classroom-oriented, product-oriented or system-oriented. Also, the selection of the appropriate type of model will differ according to the goals and the outcome whether learning, training or a production material. Seels and Glasgow Model is characterized by being a product-oriented, and “Seels and Glasgow concluded that their model is quite similar to many others but is based on the assumption that design and development take place take place in the context of project management” (Gustafson and Branch, 2002, p.43).


8

References Bell, M., & Lefoe, G.E. (1998, December). Curriculum design for flexible delivery – delivery – massaging massaging the model. Flexibility: The next wave? Proceedings wave? Proceedings of the 15th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), (ASCILITE), (pp. 65-73). University of Wollongong: ASCILITE. Farrington, J. (2013, December 27). My M y good friend ADDIE. Retrieved on May 19, 2018 from http://www.jfarrington.com/2013/11/my-good-friend-addie/ Gustafson, K. and Branch, R. (2002). Survey of instructional development models. models. Syracuse, New York: Syracuse University. Retrieved May 19, 2018 from https://files.eric.ed.gov/fulltext/ED477517.pdf Molenda, M. (2003). In search of the elusive ADDIE model. Retrieved on May 19, 2018 from http://www.comp.dit.ie/dgordon/Courses/ILT/ILT0004/InSearchofElusiveADDIE.pdf The Herridge Group Inc., (2004). The Use of Traditional Instructional Systems Design Models for eLearning. Retrieved eLearning. Retrieved on May 19, 2018 from http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20ISD%20for% 20eLearning.pdf

mapping addie and seels and glasgow askar

Recommend Documents