Jill Stassie ITEC 7430 Spring 2013 In his article, ARDDIE in the year 2013: ARDDIE is in, ADDIE

is out, senior instructional and performance transfer designer Ben Rurark discusses the necessity of adding a research component to the instructional design process, using the ADDIE model as an example. In this article, he asserts that Learning and Delivery (L & D) must incorporate Evidence Based Performance (EBP) to truly meet an organizations educational needs. His article is written from the perspective of corporate training and not the K-12 educational system.

Rurark believes that, a research phase could be the missing link for the design model of the future (p. 44). He answers the why research question with this statement, because for chief learning officers, accountability plays a major role, and while research can deliver it, technology cannot and never will (p. 44). While many will disagree with this statement, Rurark defends this belief throughout the article by explaining what EBP is and how it can transform instructional design by because it ensures that everyone is using current, research- based practices. By using the medical fields utilization of EBPs, Rurark provides his own evidence-based examples of how his ideas look in practice. This lends some validity into the feasibility of his plan. In order to achieve these new EBD practices, instructional designers must now assume the role of researcher. Rurark proposes literature reviews as part of the ID model. He also calls for two more gap analysis to be conducted, each involving how the latest research can guide instructional design. Essentially, Rurark is proposing that

instructional design must become research-centric. To achieve this goal, there needs to be a stronger collaboration between universities and corporate entities. He acknowledges that there is currently a conflict between these research-centric and business-minded ideas but they can and must be overcome as instructional design moves into the future. Many times corporations believe that the move to technology based instruction means they have transformed learning to the next level. Rurark believes that only by instituting EBPs will L & D be truly propelled into the future. This article was written in 2007 and sets 2013 as the five- year goal to institute these practices. I believe Rurark presents some very valid points about regarding the necessity of integrating research based practices into the instructional design model. While I am a classroom teacher and not a corporate instructional designer, I do believe in the importance of keeping up with current instructional practices, both with and without technology. There were many positives of his ideas regarding integrating L&D with EBPs. Who can argue with idea of EBPs? As educators we are challenged almost daily to provide evidence of student learning. I can imagine corporate trainers and instructional designers would be expected to do the same. However, with all the positives, reality sets in and the fact remains that incorporating research and literature reviews into the instructional design process will take a lot of time; time many designers do not have. I do, however, believe one can incorporate current EBPs into their training without extensive research and literature reviews, such as networking and attending conferences. Maintaining relationships and communication with others in the same industry can and does go a long way in ensuring that professionals stay current in their field.