ADDIE Model Instructional Design

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c. Dick and Carey model

This model was designed by Walter Dick and Lou Carey 1990 which consists of ten steps Lee, H. S. Lee, S. Y.. Table 2.1. Steps in Dick and Carey Model 1990 STEPS EXPLANATION 1. Identify Instructional Goals Determine what learners are expected to be able to perform at the end of instruction. 2. Conduct Instructional Analysis Determine what skills will be involved in order to achieve the goal. 3. Identify Entry Behaviours Identify what skills and attitudes the learners will enter the learning task with. 4. Write Performance Objectives Transform the needs and goals of the task into clear-cut objectives. 5. Develop Criterion- Referenced Tests Identify ways to assess progress during the learning process. Assessments should reflect the performance objectives. 6.Develop Instructional Strategy Develop activities to help achieve the objectives. These activities include how the information will be presented, how the learners will practice what is being learned, and how learners will be tested. 7. Develop and Select Instructional Materials Determine what instructional materials will be used. 8. Develop and Conduct Formative Evaluation Collect data that will be used to improve instructional materials and to expand the effectiveness of the instruction for a larger number of learners. 9. Revise Instruction Use the data from the formative evaluation to make improvements and revisions to the parts of the model. 10. Develop and Conduct Summative Evaluation Analyse the quality of the system as a whole. It is important to note the difference of formative and summative evaluation. The developers conduct the formative evaluation while the program or product is under development to enhance its effectiveness, while the summative evaluation is done at the end of the program Gall 2003: p.570. The process in Dick and Carey model is presented in figure 2.7. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 46 Figure 2.7. Dick and Carey Model 1990 in Passerini Granger, 2000 d. Kemp’s Model The fourth instructional model design was developed by Jarold Kemp et.al. 1994. It is designed by identifying several development stages and it has more flexible model since it can be built without any particular order within the system. The evaluation process in this model is continuous either in the design or redesign stage formative evaluation during the development. Learners’ characteristic is one of the aspects that become the consideration and influence in defining the instructional objectives as well as teaching strategies. Compared to Dick and Carey’s model, this model pays more attention on the students’ characteristics. However, this model is still subjected on teacher as “originator and moderator” of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 communication instead of focusing on learners’, so that the interaction is commonly happen only from the teacher to students instead of students-to-students Passerini and Granger , 2000. The Kemp’s model is illustrated in figure 2.8. Figure 2. 8. Kemp’s Model 1994 in Passerini and Granger, 2000

e. McManus’ Model

The fifth model is a hypermedia design model which related on the use of internet for learning. This model was suggested by McManus 1996 in Passerini and Granger, 2000. Since it is based on the internet framework, then it provides the learner with guidance that consists of contextual navigation clues and orientation within themes. In this model, the defined learning domain and a series of cases leading to several learning in the same domain is decided by teacher. Nevertheless, the leaner is also encouraged to choose the learning domain. However, the cycles as described in figure 9 shows that the line of instructor- determined boundaries identify themes and perspectives and map multiple paths PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 48 linking with path stimulates learner-controlled navigation which is the final objective is focus learner reflection is not relevant Passerini and Granger, 2000. Figure 2.9. McManus model 1996 in Passerini and Granger, 2000.

f. The Hybrid model

The Hybrid model of learning is intended for another alternative of e-learning design. This model was proposed by Passerini and Granger 2000. There are five steps in this design: Analysis, Design, Development, Evaluation and Delivery. They suggest that in internet distance education course design model need to follow a developmental model that represents hybrid characteristics of the objectivist and constructivist learning paradigm. It allows open navigation and learning objective readjustments based on the students’ learning choices. The model is described in structured waterfall systems development life-cycle model and sequentially step- by-step modality as seen in figure 2.10. There are constantly revised based on the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 49 feedback resulted from formative evaluation throughout the entire development process. There are five steps in this model; analysis, design, development, evaluation and delivery. The first step aims to discover the learning domain and learner characteristics. The second step, design, consists of storyboarding and content research for the learning model and teaching activities. The development as the third step starting with design implementation then production of lesson material. The fourth step, evaluation, consists of two kinds of assessment namely formative and summative. While in the last steps, delivery, there are two important considerations when implementing the product; cost consideration and technical consideration. The straight arrow shows the development model step by step, from analysis moves to design, after the model is designed then the next step is development, then goes to delivery after that evaluation and the last step is implementation. The dots arrow, on the other hand, describes the revision of each step based on the evaluation. So that the revision could be conducted on the analysis step, design, development and delivery steps. Even when the product is delivered, it still needs to be evaluated specially related to technical and cost considerations. In other words, evaluation becomes the tool for measuring whether or not the product or the learning model is efficient and acceptable.