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2.1.6 Instructional Design Model
Instructional design is a systematic and well-structured planning of a course which is very fundamental in designing a learning material. It elaborates
detailed specifications for design, development, evaluation, maintenance of
instructional material that facilitates learning and performance Martin, 2011. A
number of instructional design theories have been designed for different instructional purposes. In this research, the researcher chose the ADDIE model
which was proposed by Dick Carey 1996. The ADDIE model stands for Analysis, Design, Development, Implementation, and Evaluation
. The different phases of the ADDIE process provide a roadmap for the entire instructional
design process. Moreover, the generic instructional design model which is presented in the ADDIE model accommodates users in the creation of
instructional material for any type of learning such as print and web based Martin, 2011.
The ADDIE model is started by conducting a need analysis Analysis. In the analysis phase, there must be a clear understanding of the gap that exists
between the desired outcomes and the existing knowledge and skills of the learners. The instructional pro
blems, the learning environment, learner‟s characteristics and competence are identified. The instructional goals and
objectives are developed based upon the results of needs assessment. In instructional design, goal analysis is used to identify what the learner should be
able to do after mastering the instructional goal Mellon, 1997. The emphasis of
49 instructional design is to determine what the student will be able to do that
demonstrates the competency in the goal Dick Carey, 1990. According to Hannafin and Peck 1988, the first step in design is to
determine the sequence in which the objective will be met. Sequencing the instructional objectives will help the teacher to create the outline of the
instructional material. Some examples of sequencing objectives are based on the topic, know to unknown, general to specific, chronological, and step by step
Martin, 2011. The purpose of a need analysis is also to give a clear outline for a better understanding of categorizing the data needed in the process of designing
new material. The data needed can be done by doing observation, distributing questionnaire and conducting interview. Then, the results of the analysis phase
will be used as the input for the next step, that is the design phase. Identifying instructional goals, analysing tasks, and writing the assessment
Design are parts of the second phase in the ADDIE model. The design phase documents instructional goals, specific learning objectives, the instructional
material, identifying examples, practice activities and feedback, instructional strategies, media and assessments. At the end of the phase, an instructional design
document is created and it provides a systematic and specific overview of the entire instructional material Martin, 2011. The outputs of the design phase will
be used as the input for the development phase. The process will continue with the activities of choosing the suitable
teaching strategies and the appropriate instructional media Development. The design phase
is a crucial phase in creating the content and learning materials
50 based on the outputs of the analysis and design phases. The teaching strategies
and the learning materials will be collaborated with all related media that will be used in the classroom. This phase also includes the preparation of appropriate
instructional materials and evaluation items. The use of technology can be integrated to support the learning materials in achieving the targets described in
the instructional goals effectively. The next phase will be using the learning model in teaching the course
Implementation. The learning model is implemented to the participants. During the implementation phase, a procedure for the teachers and the learners is
developed. This procedure should cover the course curriculum, learning outcomes, method of delivery and testing procedures. There will be an evaluation
for the designed learning model after the implementation. Finally, the evaluation phase of the implementation of the learning model
is conducted to revise the learning model and to create better design Evaluation. The evaluation actually should be done throughout the whole process of designing
the learning model. This last phase consists of formative and summative evaluations. Formative evaluation is done in each phase of the ADDIE model as a
continuous evaluation process. The purpose of this evaluation is to improve the learning model before the final version is implemented to the participants.
Meanwhile summative evaluation is conducted after the final version of the learning material is implemented. It consists of test designed for criterion-
related referenced items and feedback from the participants and also the experts. The data can be collected by distributing questionnaire to the participants and the
51 experts. The result of the questionnaire which is based on the implementation
result is used to revise the learning model into better forms. The ADDIE‟s design model proposed in this research can be seen in the following figure:
Figure 2.2 ADDIE Model Braxton, Bronico, Looms, 2000
The ADDIE model has been used by many instructional designers and training developers because it is the basis of instructional system design. The
researcher used the modification of the ADDIE model proposed by Rogers 2002 because it is appropriate to support the development the learning material in this
research. The modifications were first introduced by Rogers in 2002. She noted that a classroom teacher is a “real” instructional designer. The field of
instructional design provides sounds practices and models that can be used to design effective instruction in any content area.
Nowadays, technology seems to dominate teachers‟ lives as they master the new instructional media for use in their classrooms. The traditional method of
52 teaching is gradually changed because of the advance of technology. The
classroom teacher must rethink and redesign his or her course for technology- enhanced learning and prepare the materials for the Internet, interactive television,
or some other delivery medium. The teacher should be able to know how to use the new instructional technology in the classroom well.
The more difficult issue is helping teachers move beyond the tendency to focus on technology rather than instructional goals. This happens at lower levels
of what can be describes as a technology adoption hierarchy by Hooper Rieber 1999.
Somewhere at the integration stage, a “magic line” is crossed and the focus is no longer on the technology but on the teaching and learning. A
supporting practical design model can help teacher-designers cross this magic line more efficiently and with a high degree of success Rogers, 2002.
Table 2.4 Summary of the Technology Adoption Hierarchy Hooper Rieber, 1999
EVOLUTION Highest level: is most able to cope with change and
has skills to adapt newer technologies as needed or desired in teaching and learning environment.
REORGANIZATION Re-designs teaching strategies with focus on learning
and goals of instruction. Students become more involved in the learning environtment.
INTEGRATION Beginning to accept the technology. Focus on shifts
from learning the technology and fearing its breakdown to effective use of the technology in
teaching.
UTILIZATION Basic trial of the new technology. Focus is on
finding a use for the technology that may or may not continue, particularly if the technology breakdown.
FAMILIARIZATION Lowest level of exposure to a technology.
Table 2.4 is a summary of the technology adoption hierarchy: familiarization, utilization, integration, reorganization, and evolution. The full
potential of any educational technology can only be realized when educators
53 progress through all five phases; otherwise, the technology will likely be misused
or discarded. The traditional role of technology in education is necessarily limited to the first three phases, whereas contemporary views hold the promise to reach
the evolution phase Hooper Rieber, 1999, p. 253. Figure 2.3 is a modification based on several interpretations of the most
typical instructional design model Dick Carey, 1990. The five phases of design: analyze, design, develop, implement, and evaluate are focused not on
designing teacher-proof curricula but rather on teacher-designers staying focused on their own environment and learners. The models helps teachers begin with the
constraints, issues, community demand, and other factors before thinking about instructional media or “activities”. Once parameters are identified, teacher-
designers move into the design phase as they document the overall goals of their course while simultaneously considering their learners. Effective design, as well
as effective teaching, requires teacher-designers to carefully match goals and objectives to appropriate assessments. Desired types of learning must have
matched assessments that allow learners to demonstrate their new skills and abilities.
Using this model essentially forces us to wait until the development phase to select teaching strategies and instructional media. It is critical to select
strategies and media that support the goals and objectives as well as allow students to demonstrate their understanding. Using strategies and media that are
similar to the assessment situation strengthen the learning.
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Figure 2.3 Modified Instructional Design Model for Teacher Designer Rogers, 2002
Implementation, teaching, is the phase of a teacher- designer‟s true test. It
is here that this model is quite different from traditional instructional design models in that teacher-
designers rarely have a chance to “try out” a course on a sample of students. During this phase, student achievement and perhaps student
evaluations of the course should be examined as evidence that all elements of the design thus far actually form a cohesive course that meets the goals of the
instruction. Teacher-designers should take notes on a daily basis regarding which strategies are working with learners, which activities supported new learning, and
which instructional medium was appropriate for certain types of learning. The evaluation phase in this model relies heavily on the evidence from the
previous phase and includes a critical look at any notes from the teaching experience, comparison to a previous experience teaching the course and so on.
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2.1.7 Moodle 2.1.7.1 Nature of Moodle
Kategori