The Edmonds, Branch and Mukherjee’s article:
Type of Orientation: Descriptive and Prescriptive
Descriptive models describe a given learning environment and speculate how the variables of interest will be affected in such an environment. Prescriptive models outline how a learning environment can be altered or constructed in order to affect the variables of interest in a certain way or bring about the desired outcome (Reigeluth, 1983; Landa, 1983).
Type of Knowledge: Procedural or Declarative
Procedural theories tend to focus on examples, non-examples, short sequences, lower verbal load materials, practice with correct feedback, and criterion-referenced evaluation.Declarative models tend to emphasize analogies, discovery-type instruction, and norm-referenced evolution.
Required Expertise: Novice, Intermediate or Expert.
ID models vary in the amount of expertise required by individuals to apply the model. Some models (e.g. Dick and Carey model, 1990) provide algorithmic steps and procedures which are appropriate for novice instructional designers while other models (e.g. Wedman and Tessmer’s Layer of Necessity model, 1991) provide only broad heuristics as reference points and rely more on experience and prior knowledge, which are more suitable for an expert instructional designer.
Theoretical Origions: Hard system, Soft Systems or Intuition.
Hard systems identify problem and seek solutions to rectify those problems (Checkland, 1985b).Soft System models produced within the “hard” tradition not as “models of ‘X’ but only as models of the logic of ‘X’” (Checkland, 1985a, p.765)
Context:
K-12; Higher Education; Business, Government.
Level: Unit; Module; Lesson; Course; Institutional; Mass.
These pieces of knowledge facilitate my understanding of various ID models, and give me some good points on modifying my own model.
Type of Orientation: Descriptive and Prescriptive
Descriptive models describe a given learning environment and speculate how the variables of interest will be affected in such an environment. Prescriptive models outline how a learning environment can be altered or constructed in order to affect the variables of interest in a certain way or bring about the desired outcome (Reigeluth, 1983; Landa, 1983).
Type of Knowledge: Procedural or Declarative
Procedural theories tend to focus on examples, non-examples, short sequences, lower verbal load materials, practice with correct feedback, and criterion-referenced evaluation.Declarative models tend to emphasize analogies, discovery-type instruction, and norm-referenced evolution.
Required Expertise: Novice, Intermediate or Expert.
ID models vary in the amount of expertise required by individuals to apply the model. Some models (e.g. Dick and Carey model, 1990) provide algorithmic steps and procedures which are appropriate for novice instructional designers while other models (e.g. Wedman and Tessmer’s Layer of Necessity model, 1991) provide only broad heuristics as reference points and rely more on experience and prior knowledge, which are more suitable for an expert instructional designer.
Theoretical Origions: Hard system, Soft Systems or Intuition.
Hard systems identify problem and seek solutions to rectify those problems (Checkland, 1985b).Soft System models produced within the “hard” tradition not as “models of ‘X’ but only as models of the logic of ‘X’” (Checkland, 1985a, p.765)
Context:
K-12; Higher Education; Business, Government.
Level: Unit; Module; Lesson; Course; Institutional; Mass.
These pieces of knowledge facilitate my understanding of various ID models, and give me some good points on modifying my own model.
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