A Taxonomy of Instructional Development Models

implementation, and evaluation though not all in the same order or as discrete steps unto themselves. 1 The Model of Berman and Moore This ISD model specifically guides instructional developers to create interactive-multimedia products. It emphasizes on managing the process where many instructional design models do not give attention on it Gustafson and Branch, 2002. Thus, it becomes the basis consideration to select this model. The figure 2.6 below presents the ISD model of the Berman and Moore. There are six important activities: analysis, design, develop, produce, author, and validate. Each of them specifies input, deliverable output, and evaluation strategies. Each horizontal row of this model is as phase. Implicitly, it reminds the reader that is not necessary to review a phase and re-examine selected activity. The output from each activity provides input for the subsequent activity. The checklist in the end of each phase is valuable in the evaluation. Figure 2.6. The Model of Berman and Moore cited in Gustafson and Branch, 2002: p.33 Input Activities Problem Interactive Media Application Design Application Description Analysis Design Produce Authors Application Description Application Design Interactive Media Product Analysis Checklist Design Checklist Production Checklist Authoring Checklist Deliverable Evaluation 2 The Seels and Glasgow Model This model consists of three phases: needs analysis, instructional design, and implementation and evaluation. The first phase, need analysis, includes the establishment of the instructional goals, requirements, and context. The second phase, instructional design, begins after phase one is complete and is made up of six steps: task analysis; instructional analysis; objectives and tests; formative evaluation, materials development, instructional strategy and delivery systems all of which are joined by feedback and interaction. The third phase, implementation and evaluation, includes the development and production of materials, delivery training, and summative evaluation. The figure 2.7 below presents the ISD model of the Seels and Gasglow. The steps and phases in this model can be applied in linear fashion but they are often applied interactively. In particular, “the steps in the instructional design phase are interdependent and concurrent and may involve interactive cycling” Gustafson and Branch, 2001, p.43. Product-oriented models are normally used to produce an instructional package. It requires a team and a significant resource commitment and so calls for Problem Analysis Dissemination Diffusion Instructional Strategy Task Instructional Analysis Media Development Objective Tests Materials Development Formative Evaluation Implementation Maintenance Summative Evaluation Figure 2.7. The Model of Seels and Glasgow cited in Gustafson and Branch, 2002: p.42 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI strong project management to stay within time and budget. A team will include an experienced instructional designer to perform some front-end analysis, develop the materials rather than select them, and perform a significant amount of formative evaluation. The end product is likely to be widely distributed using a moderately to highly technical delivery media Gustafson and Branch, 2001.

c. The Adapted Product-Oriented Models

The understanding of the theories concerned on instructional design models above is important to realize the implication of product-oriented models in this study. Seels and Glasgow model is proposed for developers of products and lessons, while Berman and Moore model is suitable for developing interactive multimedia products. Therefore, the combination of both models is expected to be a practical instructional model to design CAVL model. The following figure shows the combination phases and steps of both models. Figure 2.8. Adapted Product-Orientated Models for Designing CAVL Model Phase 3: Implementation Evaluation Phase 1: Need Analysis Phase 2: Process of Instructional Design Development Process of Designing CAVL Selecting Suitable Features of the Application Expert Validation Prototype Testing Authoring and Validation Materials Development Produce CAVL prototype Formative Evaluation Implementation Maintenance Problem Analysis Identify learners Identify contexts Identify goals Revision Selecting Vocabulary Learning Approaches In the modified model, there are three phases. The first phase, needs analysis, includes identifying the learners’ characteristics proposed by both models, context that cover the analysis of constraints and resources in Seels and Glasgow’, and the goals. The result of problem analysis is as an input for conducting the next phase. The second phase is the process of instructional development in which vocabulary learning materials are designed according to the related theories and need assessment. There are six steps within the second phase: designing vocabulary learning materials, transforming the designed learning materials into the available application, checking and evaluating the CAVL prototype by experts, testing the CAVL prototype to the small group of target learners, and developing materials. The third phase is implementation and evaluation. It includes the implementation of the developed CAVL model to the large group of target learners, formative evaluation, and the validation by doing summative evaluation for the finished product.

C. Theoretical Framework

The review of related theories and studies enrich the understanding to do this research. Those are used to give an overview of how the research is conducted. This section focuses on the conceptual framework related to the study. The concepts include ESP vocabulary, English for Nursing, vocabulary acquisition, approaches to vocabulary learning, CAVL, and an overview of iSpring Suite application, and the selected instructional design. The discussion of ESP vocabulary and English for nursing is the early step to identify the learning contexts in order to determine the target words and the goals of vocabulary learning for nursing