An Examination of the Systemic Reach of Instructional Design Models: a Systematic Review
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ORIGINAL PAPER
An Examination of the Systemic Reach of Instructional Design Models: a Systematic Review Jill Stefaniak 1
&
Meimei Xu 1
# Association for Educational Communications & Technology 2020
Abstract The majority of instructional design models have directed focus on instructional design activities such as analysis, design, development, implementation, and evaluation. Criticisms regarding instructional design models have suggested that the use of these models provides instructional designers with a limited view of the design environment. This systematic review seeks to offer guidance and a conceptual framework for how instructional designers can utilize existing instructional design models without excluding the systemic nature of design practices. This review explores how instructional designers are using models and the systemic relationship between the instructional design components typically outlined in a model. Keywords Instructional design . Models . ADDIE
For decades, instructional design (ID) has been recognized as a systematic process that facilitates learning (Dick et al. 2009; Rothwell and Kazanas 2011). ID solutions, regardless of where they are situated, have systemic implications. These implications may impact the future directions of other training initiatives, modalities of instruction offered, and organizational infrastructure. In the 1970s, the field of ID relied on instructional models to provide a systematic process to guide instructional designers on how to adequately design instruction (Branch 2017; Reiser 2001, 2017). These models have also been relied on to educate aspiring and novice instructional designers on best practices (Ertmer and Cennamo 1995). Many of these models have directed focus on ID activities such as analysis, design, development, implementation, and evaluation. Criticisms regarding ID models have suggested that the use of these models provides instructional designers with a limited view of the design environment (Gibbons et al. 2014), inhibits the creative process associated with design (Dick 1995; Smith and Boling 2009), and leads to a misalignment between the instructional designer’s
* Jill Stefaniak [email protected] 1
University of Georgia, 221 Rivers Crossing, 850 College Station Road, Athens, GA 3060 2, USA
thinking processes and the ID models referenced in the field (Howard, Boling, Rowland and Smith 2012; Gray et al. 2015; Moallem 1998; Spector 2008). As such, we are seeing the additional focus placed on design thinking as a means to support instructional designers’ design identities and emphasis on empathetic learner/user practices (Crawford 2004; Gray 2013; Hokanson and Gibbons 2013; Hutchinson and Tracey 2015). While the emphasis on design thinking in the field of instructional design is certainly applicable and needed, it does not ensure that the instructional designer is practicing and adhering to a systems view for a project. We contend that instructional design models can serve as a useful tool or blueprint for an instructional designer; th
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