Assignment 3-Creating an Instructional Model

by Natasha Siu-Jagdeo

A Paper Presented in Partial Fulfillment f the !e"uirements of #$I$%&'3 Instructional $esign (heories) Models and Strategies (rimester * - +'*,

#mail2ni3ersityCourse Coordinator

Natasha.siu/agdeo0open.u1i.edu 2ni3ersity of the 4est Indies pen Campus $r. $eanne Ford

Instructional $esign (heories) Models and Strategies5 3*3&''*%6 7#!7I#4 F ! 8(#C9s 4 !: #N7I! NM#N(

! 8(#C offers undergraduate and postgraduate degree programmes in business administration) teacher education) information technology) and financial planning. Additionally) ! 8(#C offers corporate training programmes and management consultancy ser3ices aimed at impro3ing immediate performance and long term results for indi3iduals and organisations. Such inter3entions include courses in super3ision) customer ser3ice) pro/ect management) human resource management) real estate management) and mar;eting. In ;eeping 1ith our 3ision to support corporate sector competiti3eness) 1e also conduct n-Site (raining Seminars that help create the most effecti3e and measurable learning

e<perience. ! 8(#C9s =uman !esource $e3elopment solutions do not end 1ith the design and implementation of training programmes) but includes e3aluation and continuous monitoring for achie3ing desired results. 4e are committed to a comprehensi3e approach to meeting the needs of our clients. ! 8(#C can customi>e any of our e<isting programmes to suit particular organi>ational needs. 3er the years)

thousands of professionals ha3e come to ! 8(#C to learn ne1 business competencies and to ad3ance their careers. At ! 8(#C) students are e<posed to real-1orld topics and are mentored by e<perienced faculty members and business e<ecuti3es to de3ise practical solutions to the challenging and comple< issues typically faced by organi>ational leaders. ! 8(#C main offerings are ine<tricably lin;ed to internationally recogni>ed "ualifications and opportunities to study abroad through our partnership agreements 1ith the 2ni3ersity of Ne1 ?runs1ic; @2N?A) Canada) Monroe College) Ne1 8or;) 2SA) (he Certifi ed Beneral Accountants Association of Canada @CBAA) and (he Association of Financial Ad3isors of Canada @Ad3ocisA for the Certified Financial Planner @CFPCA #ducation Programme. Matriculation !oute for undergraduate and postgraduate degree programmes- (o gain entry to these programmes) prospecti3e students must possess a minimum of fi3e @&A C.D.C. passes) @Beneral ProficiencyA Brades I and II Brade III accepted from *EEF on1ardsA or fi3e @&A BC# including #nglish Ganguage and Mathematics Matriculation !oute for $iploma Programmes- through a mature entry route 1here students be at least +* years of age Possess BC# 9le3el or CDC #nglish and Mathematics 1ith rele3ant 1or; e<perience and e3idence of 9Ge3el passes) Brades A) ? and C

further studies since completing high school. (hey must possess an appropriate mi< of e<perience and training) determined through an inter3ie1 1ith ! 8(#C Admissions Committee. (eaching Staff- Suitably "ualified staff and lecturers to deli3er the programme for 1hich you are studying. ! 8(#C further pro3ides personal de3elopment 1or;shops. (eaching) Media) and Materials- (he lecturers use presentation methods 1hich consist of a digital pro/ector @Po1erPoint lessonsA) a laptop) and 1hite board. Also a student !esource Centre @S!CA facilitates an online

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learning resource and collaboration portal. (he S!C is 1here lecturers communicate 1ith their classes and indi3idual students. Gecturers can ma;e a3ailable resources such as Po1erPoint Slides) Past Papers) =elpful Gin;s and Articles as 1ell as create and respond to topics on classroom discussion forums. A3ailable materials are dependent on submissions from Gecturers and are displayed by Course Code) e.g. #NB *'*. It is also used as a source of communication bet1een ! 8(#C Administration and students. Classroom en3ironment- reasonable space and comfort for the conduct of classes) library and learning resources) study facilitates) accommodation for consultant on 1ith lecturers and access to electronic computer facilities. Additionally) ! 8(#C Student Council has formed a (utoring Committee 1here Council members offer peer-to-peer tutoring in 3arious sub/ect areas for students 1ho need additional help out of the classroom. !e"uire Gearner Participation- Students are e<pected to attend all classes) laboratories) tutorials or other class meetings officially designated for a particular course. All students are encouraged to participate and ans1er "uestions in class) most courses stipulate a &H to *'H participation mar; to1ards final grade. An instructor may assign a final grade of F in the course to the student 1ho fails to meet any one of these re"uirements) including failure to maintain the ! 8(#Cs stipulated attendance policy of F'H class attendance. #3aluate and Assessment- (he opportunity to pro3ide feedbac; on the "uality of your learning through a Mid(erm and an #nd of (erm #3aluation of teaching and learning for e3ery course. Gecturers use responses to impro3e teaching and learning. Methods of assessing your 1or; @1hether assignments) pro/ects or e<aminationsA that comply 1ith all regulations.

(he #ducation programmes for teachers are done through a combination of distance learning 3ia the 4orld 4ide 4eb and also a face-to-face component offered at ! 8(#C) (rinidad and (obago. (he method used us Instructional (echnology facilitated through the on-line learning tool $esire+Gearn @$+GA Gearning Management System @GMSA.(he $+G GMS offers an integrated set of tools for de3eloping and deli3ering interacti3e courses o3er the 1eb. (his soft1are allo1s 2N? teachers to create and host courses online. Courses created 1ith this soft1are can ser3e as entire online courses or as a supplement to traditional classroom courses. No programming s;ills are necessary. (he instructional models that are pre3alent in $+G GMS are as follo1s Gone 1olf model @ ?ates) +'''A- Indi3idual faculty members are gi3en e<clusi3e control o3er the online creation and distribution of their educational materials.

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Silo model -#ach department5school5faculty is gi3en e<clusi3e control o3er the design) de3elopment) and deli3ery of online learning. In this model) infrastructure costs become redundant and standardi>ation of online educational materials is poorly controlled.

Integration model - nline learning infrastructure is placed at the core of the academic enterprise. (his placement of the online learning enterprise at the core of academic administrati3e processes enables ma<imum "uality and standardi>ation of "uality 1ith minimal redundancy and cost.

(he Collaborati3e Model I an integration of Gaird9s independence and integration models Specific instructional models I ha3e identified that best describe ! 8(#C9s 1or; en3ironment include*. ASS2!# Instructional $esign Model - 4hen using the ASS2!# model) the designer must begin by

analysing the learner. $ue to ! 8(#C9s matriculation route the learnerJs entry competencies is e3aluated) as 1ell as) learning styles. (his is particularly important for the mature entry route inta;e 1here these students do not process the pre-re"uisite academic "ualifications for & CDC passes. (heir acceptance into the programme of choice is based on rele3ant 1or; e<perience and e3idence of further studies since completing high school. (hey must possess an appropriate mi< of e<perience and training) determined through an inter3ie1 1ith ! 8(#C Admissions Committee. Additionally students 1ho ac"uired the fi3e @&A C.D.C. passes) @Beneral ProficiencyA and recei3ed a grade of + or lo1er and re"uired to do a pre-college Maths course to prepare them for tertiary le3el math courses in the programme. nce the

completion of the student analysis is done) this model then focuses on stated ob/ecti3es. (his is 1here the learning outcomes) conditions of performance) and degree of acceptability are established. ! 8(#C ensures each course outline highlights the learning outcomes and ob/ecti3es of the 3arious courses in each programme highlighting 1hat students should ;no1 at the end of the course. (he model 1hen places emphasis on the selection of methods and media materials. ! 8(#C faculty are re"uired to incorporate media materials and 3arious instructional methods in teaching each sub/ect area e.g. multimedia e"uipment) roll play) group problem sol3ing e<ercises) field trips) outdoor acti3ities etc. Faculty 1ill pre3ie1 and prepare the materials for instructions based on the content of the topic and incorporate the appropriate instructional method and media materials. (he ne<t step of the ASS2!# model) re"uires learner participation through both in-class and follo1-up acti3ities. ! 8(#C ensures that students are allo1ed ade"uate time to process the information since a course is scheduled once a 1ee; for a *+ 1ee;s period. Students are gi3en ta;e home assignments and other acti3ities to encourage acti3e participation by all. (he final step in this model necessitates e3aluation before) during) and after instruction. Students are pro3ided the opportunity to gi3e feedbac; on the "uality of their learning through a Mid-(erm and an #nd of (erm #3aluation of teaching and learning for e3ery course. (his allo1s for the assessment of both the learner) as 1ell as) the media methods. Additionally) students are administered e<ist sur3eys once they ha3e

Instructional $esign (heories) Models and Strategies5 3*3&''*%6

&

completed a programme. ! 8(#C also administers a tracer study 3ia telephone inter3ie1s ;eeping trac; of our graduate9s progress in the 1or; en3ironment. (he main purpose of the tracer student is to trac; ho1 the programme has prepared them for the 1orld of 1or;. (he ASS2!# model best describes ! 8(#C 1or; en3ironment since it consist of 1ell-defined lesson that progress through se3eral stages that in3ol3es arousing the student9s interest) ne1 material) allo1ing students to pro3ide feedbac;) access the student9s understanding of the lesson and follo1ing up 1ith the students. Additionally) it promotes technology. +. (he Berlach K #ly instructional model- (he Berlach K #ly model does indeed adopt a systematic

approach to teaching and learning) and has most of the necessary elements contributing to instruction included. ! 8(#C9s courses are structured by term and academic year in a chronological order stipulating completion of the re"uired pre-re"uite before doing the ne<t course. Additionally) this model sho1s the relationship bet1een one

component and another) and offers a se"uential pattern that can be de3eloped into a strategy for good teaching and learning ;eeping in line the 1ith ! 8(#C9s chronological roll-out of course per program. (his model begins by synchronously determining the content and ob/ecti3es as outlined in ! 8(#C9s course outlines for each programme. rdinarily) the content is considered prior to the ob/ecti3es) because in the classroom) content is typically predetermined) ho1e3er) these steps can also be conducted simultaneously @Brabo1s;i) +''3A. nce content and ob/ecti3es ha3e been

determined) the entry le3el s;ills and abilities are identified as a basis for determination of instruction. As highlighted in the ASS2!# Instructional $esign Model) ! 8(#C implements this approach in the mature entry route programmes e.g. diploma programmes 1here matriculation is highly based on 1or; e<perience in the field. (he ne<t step of this model is comprised of fi3e fundamental elements that are interrelated. (hese elements includeL to e3aluate effecti3eness) this linear model concludes 1ith an e3aluation and feedbac; loop @Prestera) *EE6A. Again this is accomplished through the administration of mid-term and an end of term e3aluation of teaching and learning for e3ery course and a student satisfaction sur3ey 1hich pro3ides feedbac; on le3el of satisfaction and 1ays ! 8(#C can continuously stri3e to impro3e its ser3ices and products. (his model ensures that follo1ing the e3aluation) instruction is modified to address the specific needs of instruction. 3. (he :emp $esign Model consists of E steps- (he :emp @*EE,A design model ta;es a holistic approach to

instructional design. 7irtually all factors in the learning en3ironment are ta;en into consideration including sub/ect analysis) learner characteristics) learning ob/ecti3es) teaching acti3ities) resources @computers) boo;s) etc.A) support ser3ices and e3aluation. (he process is iterati3e and the design is sub/ect to constant re3ision. (he immediate feel of being iterati3e and inclusi3e) 1ith the central focus on the learner9s needs and goals are the strengths of this model. (here is also a focus on content analysis) as there 1ould be in any educational design and a focus on support and ser3ice) 1hich is not

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present in other I$ models @#dutech) +''6A. ! 8(#C focuses on constant re3ision of it course outlines to impro3e learning outcomes. (he students9 needs and goals are ta;en into consideration. Additionally) ! 8(#C management consultancy ser3ices facilitate this need to staff 1here focus in placed on impro3ing immediate performance in the 1or; en3ironment and long term results for indi3iduals and organisations by offering enhancement training courses on an ongoing basis to impro3e performance. (his is based on feedbac; from staff performance appraisal. (he central focus is the employees9 performance needs and pro3iding appropriate training to fulfil those needs. ,. $ic; and Carey Model-(he $ic; and Carey Model include the & step process. (his model 1as mainly

designed for a classroom setting in educational institutions. It is in the form of A$$I# instructional model and focuses on a systematic process for designing instruction. (his model is called systems approach because it contains components that are related to each other. #ach component has an input and an output 1here the first focus is on 1hat the learner is re"uired to ;no15do by the end of the course. ! 8(#C focuses on learning outcomes and students by lin;ing each component in the 3arious programmes carefully to the other to produce an all-round student. ! 8(#C belie3es that learning is best achie3ed through a partnership bet1een staff) faculty and students by ta;ing an o3erall 3ie1 of the learning process) through student) lecturer and staff. ! 8(#C stri3es to create and sustain a social and physical en3ironment that 1ill enable all our students) employees) clients and other sta;eholders to succeed to the fullest e<tent of their potential. &. eMIN(S Instructional model - (he eMIN(S instructional model ser3es as an e<ample of constructi3ism. In the eMIN(S classroom) students construct ;no1ledge from direct e<periences 1ith phenomena and continuously re-e3aluate their ;no1ledge in light of ne1 encounters. (his is demonstrated in ! 8(#C9s corporate training programmes. 3er the

years) thousands of professionals ha3e come to ! 8(#C to learn ne1 business competencies and to ad3ance their careers. Students are e<posed to real-1orld topics and are mentored by e<perienced faculty members and business e<ecuti3es to de3ise practical solutions to the challenging and comple< issues typically faced by organi>ational leaders. Additionally) this model 1ea3es together four critical aspects of teaching and learning- =igh-"uality lesson design) In"uirybased learning) Classroom community and Po1ered by technology. ! 8(#C integrates technology 1ith in"uiry-based learning and high-"uality lessons to bring about true learning to students through $+G GMS 1hich offers an integrated set of tools for de3eloping and deli3ering interacti3e courses o3er the 1eb. ?ased on the aforementioned models) I ha3e created the follo1ing instructional models that best illustrate ! 8(#C9s 1or; en3ironment and one 1hich 1ill enhance the learning e<perience for students and the teaching e<perience for faculty. ! 8(#C aims to help faculty and other participants learn the importance of building a community of learners 1here learners share) ta;e ris;s) respect and push each other as they find their o1n best 1ays to learn and

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engage in deep content 1ith one another. It has been common practice for course design 1ithin higher education to be constructed indi3idually by faculty or sub/ect matter e<perts @Chao) Sa/ K =amilton) +'*'A. (his model facilitates this initiati3e in that it includes acti3e in3ol3ement of all sta;eholders9 not /ust faculty or sub/ect matter e<perts. It addresses the changing dynamics in education primarily in the scope of course design) and focuses on the different deli3ery methods that should be used in a higher education institution and on-line learning. (here is a need for ! 8(#C to adapt and change ho1 their curriculum is de3eloped) ho1 their faculty teaches) ho1 students are assessed) and e3en a need to consider ho1 ;no1ledge is constructed. (his model 1ill create learning e<periences that 1ill support ! 8(#C students and help them be successful in meeting their goals and needs. Additionally) the ne1 model helps to remo3e barriers) brea; do1n 1alls) and open up ne1 approaches to learning for ! 8(#C. (he name of the instructional model created for ! 8(#C9s 1or; en3ironment is (he CIAMC PS Instructional Model. (he model pro3ides a structure to use for ! 8(#C to use 1hen designing instructional products and e<periences to meet learners9 instruction. (he name 1as created based on the acronym 1hich includes the follo1ing se3en

components and is not structured by the typically chronological phase by phase processSetting Academic goals Content and b/ecti3es

*. Content and

b/ecti3es

+. Identify instructional problems 3. Analysing the learner ,. Community of learners &. n-going #3aluation
n-going #3aluations Community of learners

Po1ered by (echnology

Identify Problems

%. Po1ered by technology 6. Setting Academic Boals

Analy>ing the learner

(he CIAMC PS Instructional model 1ill support ! 8(#C9s 1or; en3ironment because it consist of all the components in 1hich all ma/or learning outcomes of ! 8(#C are considered. (his model aligns 1ith ! 8(#C9s 3ision to be the tertiary le3el institution of choice that meets national and international standards of "uality in the areas of business administration) teacher education) information technology) technical and careerI focused programmes and corporate training. (his model ensures that the ! 8(#C9s ob/ecti3es of the instructions are attained. (he model includes the input of all sta;eholders.

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(he follo1ing elaborates on ho1 (he CIAMC PS Instructional model 1ill support ! 8(#C9s 1or; en3ironment and the Instructional strategies that 1ill be afforded by this ne1 model. *. Content and Objectives: rdinarily) the content is considered prior to the ob/ecti3es) because in the classroom)

content is typically predetermined) ho1e3er) these steps can also be conducted simultaneously @Brabo1s;i) +''3A.According to the (eaching #<cellence K #ducational Inno3ation 1ebsite) N1ritten ob/ecti3es are a 3ital part of instructional design because they pro3ide the roadmap for designing and deli3ering curriculum.O As such) assessments should re3eal ho1 1ell students ha3e learned 1hat 1e 1ant them to learn 1hile instruction ensures that they learn it. For this to occur) assessments) learning ob/ecti3es) and instructional strategies need to be closely aligned so that they reinforce one another. (hroughout the design and de3elopment of curriculum) ! 8(#C can compare the content to be deli3ered to the ob/ecti3es identified for each program. (his process) called performance agreement) ensures that the final product meets the o3erall goal of instruction identified in the first le3el ob/ecti3es. Instructional strategies include acti3ities such as product re3ie1s attained from the 3arious assessment and e3aluation methods) or through studies that re"uire students to test) monitor) /udge) or criti"ue readings) performances) or products against established criteria or standards. +. Identify instructional problems- Identify instructional problems and specify goals for designing an instructional program. (his affords the implementation of direct instruction strategy is effecti3e for pro3iding information or de3eloping step-by-step s;ills. It also 1or;s 1ell for introducing other teaching methods) or acti3ely in3ol3ing students in ;no1ledge construction through Instructional strategies acti3ities such as case studies) criti"ues) labs) papers) pro/ects) debates) or concept maps that re"uire students to determine ho1 elements function together. 3. Analysing the learner- (he learner must be loo;ed at in detail. ! 8(#C faculty must be sure to assess their studentsJ ;no1ledge and s;ills prior to instruction to ensure that they differentiate instruction. (hat means that by understanding 1here the learners are at the start of instruction) the lecturer can ma;e e3ery effort to assist all learners to be successful in their learning endea3ors. (his ne1 direction supports my position about ;no1ing the learner. I feel that ;no1ing as much as possible about your learners is critical to design and implementation of instruction. (his helps determine the ;inds of instructional e<periences they may ha3e had and their ability to cope 1ith ne1 and different approaches to instruction in tertiary education. Instructional strategies acti3ities such as debates) seminars) small-group acti3ities and particularly 1eb-based learning 1ill ensure the different types of learning approaches are implemented. ,. Community of learners I Practice must focus on the community of learners) in the classroom and on-line) and also among lecturers and corporate trainers. Focus is to sho1 students ho1 continuous life-long learning ta;es

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place in a community. (his 1ill ensure that ! 8(#C help faculty and other participants learn the importance of building a community of learners 1here learners share) ta;e ris;s) respect and push each other as they find their o1n best 1ays to learn and engage in deep content 1ith one another.@ eMIN(S Instructional modelA. Instructional strategies includes learning contracts particularly for the online en3ironment since physically meeting 1ith the class to discuss learning goals) ob/ecti3es) and e<pectations is not possible online) ! 8(#C instructors can be 3ery clear and concise in 1hat is e<pected from the student. Additional acti3ities such as christian integration strategy 1hich facilitates and integration of faith in learning can happen at the curricular deli3ery le3el) the forum discussion le3el) the assignment creation le3el) at the learning acti3ity le3el) and at the personal reflection le3el @as 3ia the creation of Personal Gearning Journals documenting spiritual de3elopment though the course e<perienceA. ! 8(#C should 3ie1 this as a prescription for all teaching and learning) both inside the classroom and in the uni3ersity community outside the classroom. @as 3ia the creation of personal learning Journals documenting spiritual de3elopment though the course e<perienceA. &. On-going Evaluation. nce the design and instruction is completed and data about the outcomes and

impressions from the learners are gathered) consideration as to 1hat 1ent 1ell and 1hat could be changed in that particular instructional e3ent should be analysed. (his information 1ill help re-design that instructional e3ent for future opportunities. (his information also guides on ho1 to better address the learners in instruction beyond this particular instructional e3ent. ! 8(#C "uality assurance department needs to place more emphasis on reflection as an institution and to encourage faculty to practise same. (he 1ill aid lecturers in learning about all types of assessment and e3aluation for themsel3es and their students. Attention should focus on outcomes and results of teaching and learning. (he ;ey element is continuous assessment 1hich dri3es instruction and creates better outcomes for teachers and students. Instructional models are models 1hich merely present a process. Success is dependent on on-going e3aluation and re3isions. Instructional strategies such as criti"ues) problem sets) product re3ie1s) or studies that re"uire students to monitor) /udge) or criti"ue readings) performances) or products against established criteria or standards. %. Powered by technology I Focus is on integrating technology 1ith in"uiry-based learning and high-"uality lessons to bring about true learning. ne foundational piece of an instructional model is using in"uiry)

constructi3ist approaches) using 1ays that cause students to as; and thin; about 3ery deep "uestions. (echnology adds e<citement and moti3ation for students and teachers to use on-line and distance learning tools to bring learning into classroom and help e<pand learning beyond the classroom 1alls. Interacti3e Media and Gearning-Interaction of learners 1ith media and learning en3ironments continues to be an area of increasing focus

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*'

during the first decade of the +*st century. (he constructi3ist 3ie1 of learning positions is that an acti3e) selfregulated) goal-directed) and reflecti3e learner constructs personal ;no1ledge through disco3ery and e<ploration in a responsi3e learning en3ironment. ! 8(#C needs to incorporate more Interacti3e technologies that can adapti3ely and intelligently respond to at-the-moment learning needs and progress can acti3ate that en3ironment. @eMINTS Instructional model). Instructional strategies includes deep processing of information) multi-modal learning elements) problem-sol3ing @on-line testing of learningA e<periences) and learning through personal e<perimentation and e<ploration. (eaching in the online en3ironment should be repetiti3e) hierarchically organi>ed) and constructi3e @should build upon prior learningA in nature. @Gaird) +''3) p. ++A self-directed learning achie3ed primarily through online learning supports the self-directed learner in pursuing indi3iduali>ed self-paced learning acti3ities. Students can 3isit libraries) museums and 3arious institutes 1orld-1ide) tal; to professionals) access recent research) and read ne1spapers and peer re3ie1ed scholarly /ournals online. Students can 1rite collaborati3ely 1ith peers and e3en publish 1ritten and multimedia products on 1eb pages. 6. etting Academic !oals- setting goalsO is a critical component of educational leadership that can ha3e a significant impact on student achie3ement) both directly and indirectly. (his 1ill allo1 ! 8(#C to e3aluate ho1 and 1hy goals influence attitudes and beha3iour) and the 1ays to put this ;no1ledge to use to1ards positi3e change) gro1th and impro3ement. Focus is on educational leadership and ho1 it influences student outcomes. (his 1ill be achie3ed by building a shared 3ision 1hich 1ill help staff and di3erse sta;eholders understand the relationship bet1een ! 8(#C9s 3ision and board and local policy initiati3es and priorities identifying specific) shared short-term goals. (his 1ill build consensus among students) staff and other sta;eholders for ! 8(#C9s goals and priorities by ensuring the goals are clearly communicated to all sta;eholders. Instructional programme 1ill focus on staffing 1here recruitment and selection of lecturers 1ill be based on those 1ho ha3e the interest and capacity to further the school9s 3ision and goals. Focus 1ill be placed on monitoring progress in student learning and school impro3ement by incorporate the e<plicit use of data 1hen ma;ing decisions that relate to student learning and ! 8(#C9s o3erall impro3ement.

(=# SIMIGA!I(I#S AN$ $IFF#!#NC#S ?#(4##N ! 8(#C9s 4 !: #N7I! NM#N(S AN$ (=# CIAMC PS INS(!2C(I NAG M $#G

In the Nlone 1olfO model @see ?ates) +'''A) it is highlighted that indi3idual faculty members are gi3en e<clusi3e control o3er the online creation and distribution of their educational materials. In thePsilo model9) each

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**

department5school5faculty is gi3en e<clusi3e control o3er the design) de3elopment) and deli3ery of online learning. In these t1o models) infrastructure costs become redundant and standardi>ation of online educational materials is poorly controlled. (he PCIAMC PS Model9 the standardi>ation of online educational materials 1ill be monitored since it stipulates that 1ritten ob/ecti3es 1ill pro3ide a roadmap for designing and deli3ering curriculum Content and b/ecti3es. (his 1as

faculty members no longer ha3e autonomy o3er the online creation or design) de3elopment) and deli3ery of online learning. (his 1ill facilitate a standardi>ed structure across the board for on-line courses and maintain professionalism. In the Pintegration model9) online learning infrastructure is placed at the core of the academic enterprise. (his placement of the online learning enterprise at the core of academic administrati3e processes enables ma<imum "uality and standardi>ation of "uality 1ith minimal redundancy and cost. =o1e3er) this models is 3ie1ed as insufficient to enable the long-term goal of an integrated and seamless multi-modal learning organi>ation. (he Identify instructional problems component aligns directly 1ith ! 8(#C9s implementation of problem-sol3ing and response to instruction5inter3ention in e3ery programme and sets the stage for ! 8(#C to approach instructional decisions from a broader conte<t of "uality instruction) inter3ention) and assessment to address the learning and beha3ioural needs of all students. (his is ne1 to ! 8(#C since focus on primarily placed on learning outcomes and performance needs. Another difference of the CIAMC P model is that it sets the stage for a producti3e and rapidly e3ol3ing 3enture into online learning 1hich is the focus of the Po1ered by (echnology component. Gearning opportunities in this component emphasi>es deep processing of information) multi-modal learning elements) problem-sol3ing @testing of learningA e<periences) and learning through personal e<perimentation and e<ploration. (he Po1ered by technology component not only focuses on on-line learning but on In"uiry-based learning. @eMIN(S and (he Curators of the

2ni3ersity of Missouri) +''3-+'*,A. ! 8(#C encourages acti3e participation in the classroom 3ia acti3ities such as case studies) labs) group presentations) roll-play and debates) ho1e3er) more focus should be placed on learning through personal e<perimentation and e<ploration through instructional strategies focused on self-directed learning achie3ed primarily through online learning 1hich supports the self-directed learner in pursuing indi3iduali>ed) self-paced learning acti3ities. (his 1ill allo1 students 1ho are enrolled primarily in face-to-face classes the opportunity to 3isit on-line resources such as libraries) museums and 3arious institutes 1orld-1ide) tal; to professionals) access recent research) and read ne1spapers and peer re3ie1ed scholarly /ournals online. Students can e3en e<plore 1riting collaborati3ely 1ith peers and e3en publish 1ritten and multimedia products on 1eb pages. ! 8(#C needs to see; out ne1 and inno3ati3e 1ays to attract) retain) and impact learners in the ;no1ledge age. (his 1ay ! 8(#C 1ill be able to address the ;ey issues of integration of campus 1ith the e<isting partnership agreements 1ith affiliated tertiary institutions abroad. (hese

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3irtual communities 1ill ensure ! 8(#C is truly successful in achie3ing its 3ision of a global community of life-long learners. (he CIAMC PS model focuses on the Community of learners. Presently) ! 8(#C engages 1ith di3erse indi3iduals) organi>ations and communities and aims to establish partnerships and relationships based on mutuality of ob/ecti3es) 3alues and respect. A ne1 implementation is the Christian integration strategy. ! 8(#C primarily focuses on the achie3ement and general ability le3els of the students at the matriculation route) 1hereas) the CIAMC PS model) places focus on assessing students9 ;no1ledge and s;ills prior to instruction to ensure that they differentiate instruction in the Analysing the learner component. (his 1ill be a ne1 responsibility of the lecturer on the first day of class. ?y ;no1ing the learners in details the lecturer 1ill better understand 1here the learners are at the start of instruction. Instructional strategies can then be implemented to target the academic le3els and different learning styles of the student. (he final stage of the CIAMC PS model focuses on the component of setting academic goals) in a recently published synthesis of research on ho1 educational leadership influences student outcomes) !obinson) =ohepa and Gloyd @+''EA identified Nestablishing goals and e<pectationsO as first among eight ;ey dimensions. (hey define goal setting in the education conte<t as Nthe setting) communicating and monitoring of learning goals) standards) and e<pectations and the in3ol3ement of staff and others in the process so that there is clarity and consensus about goals.O #mphasis is primarily on #ducational leadership. According to Geith1ood and !eihl @+''3A Nbuilding 3ision and setting directionsO is one of the core practices of successful leadership. (his implementation is different to ! 8(#C current procedure 1here focus is on academic goals and not so much leadership. =igher education is in desperate need of a paradigm shift. In order for a true paradigm shift to occur in higher education) transformation through strong leadership is re"uired. An instructional design leader is able to pro3ide a uni"ue niche in the leadership tas;s 1ithin higher education.

M8 !#FG#C(I N

F M8 J 2!N#8 C!#A(INB (=# CIAMC PS M $#G F ! ! 8(#C

(his assignment 1as in conclusion a prodigious and enormously time consuming tas; that definitely tested my research abilities and intrigued my cogniti3e abilities. (he cogniti3e 1or; @application) analysis and synthesisA 1as time consuming and tedious. (hose are /ust the cons) the pros ho1e3er) e<ceeds the cons. I ha3e undeniably attained a thorough understanding of the effort demanded in de3eloping and designing an instructional model. I ha3e learnt that an Instructional model is not /ust a process but it should pro3ide a practical structure and should pro3ide a practical meaning for the purpose of its design. A lot of analysing) research and creati3ity 1as underta;en to design a practical model particularly for an institution li;e ! 8(#C. #3enthough I ha3e been e<posed to instructional model in my course readingsL I didn9t fully understand the concepts of designing a model from scratch. Initially I 1as intrigued to get started and began

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research and collecting data at least a month prior to the due date. Soon reality of the scope of 1hat 1as re"uired of this assignment became cognisant 1hen I reali>ed that the collection of the data 1as the easier part of the assignment. (he actually analysing and creati3e aspect became a challenge. (he challenged became more prominent 1hen I reali>ed that no standard instructional model 1as used by faculty in the face-to-face classes on those administered on-line. I( 1as then I began e<tensi3e research e<ploring models that I deem to fit ! 8(#C9s e<isting instructional models. (he models highlighted in this assignment aligned most closely 1ith 1hat has been obser3ed. I reali>ed ho1e3er) that in order to design a model that aligns 1ith ! 8(#C9s 3ision and my personal 3ision of a higher learning institution of the +* st century) specific components of the models identified 1ould ha3e to be combined into one model 1hilst applying instructional approached focused on technology. As highlighted)

NInteracti3e Media and Gearning-Interaction of learners 1ith media and learning en3ironments continues to be an area of increasing focus during the first decade of the +*st century. (he constructi3ist 3ie1 of learning positions is that an acti3e) self-regulated) goal-directed) and reflecti3e learner constructs personal ;no1ledge through disco3ery and e<ploration in a responsi3e learning en3ironment.O I sa1 the need for ! 8(#C to incorporate more inno3ati3e Interacti3e technologies in its instructional strategies. In conclusion) the assignment 1as re1arding and a culmination of all the readings and research on 3arious instructional models. (he learning outcomes 1ere indeed achie3ed. I completed the assignment by feeling a sense of accomplishment and relief.

Instructional $esign (heories) Models and Strategies5 3*3&''*%6

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"eferences

eMINTS

and

The

Curators

of

the

University

of

Missouri .

@+''3-+'*,A.

!etrie3ed

from

http-55111.emints.org5professional-de3elopment5instructional-model5 ASSURE Instructional Desi n Mode. @n.d.A. !etrie3ed from

http-55edtc%3+*%'instructionaldesign.pb1or;s.com515page5&,,F,E,*5ASS2!#H+'InstructionalH+'$esignH+'Model $. !. Barrison K Q. A;yol. @+'*+A. Role of instructional technolo y in the transformation of hi her education. !ournal of Com"utin in #i her Education) +*@*A) *E-3'. doi-*'.*''65s*+&+F-''E-E'*,-6. Edutech. @+''6) /uneA. !etrie3ed from http-55edutech1i;i.unige.ch5en5:empMdesignMmodel $erlach % Ely Desi n Model . @ +'*+. Braphic illustrating the Berlach K ely $esign Model *EF'R. A. !etrie3ed from Berlach K #ly (eaching Media- A Systematic Approach- http-55111.umich.edu5Sed%+%5BerlachM#ly5geMmain.htm $erlach % Ely Desi n Model.&$ra"hic illustratin the $erlach % ely Desi n Model '()*+. . @+'*+A. !etrie3ed from Berlach K #ly (eaching Media- A Systematic Approach- http-55111.umich.edu5Sed%+%5BerlachM#ly5geMmain.htm. I. (. Chao) (. Sa/) K $. =amilton. @+'*'A. Usin colla,orative course develo"ment to achieve online course -uality standards. . !etrie3ed from International !e3ie1 of !esearch in from http-55111.irrodl.org5inde<.php5 Illinois .nline Net/or0 and the 1oard of Trustees of the University of Illinois . @+'*'A. !etrie3ed from http-55111.ion.uillinois.edu5resources5tutorials5pedagogy5instructionalstrategies.asp J. M. :ou>er K ?. Q. Posner. @+''6A. The leadershi" challen e 23th ed.). San Francisco- CA- Jossey-?ass. :otter) J. P. @+''FA. 4hat leaders really do. In $allos5 !. 6. 2Ed.)5 1usiness leadershi"7 A !ossey81ass reader 2"". 98'9) 2:nd ed.). . San Francisco- CA- Jossey-?ass. Gaird) B. P. @+''3A. ;le<i,le Desi n5 Develo"ment5 and Delivery7 Usin the E8Course Manual to Sim"lify ;aculty Transitions to .nline Education. Paper presented at the +''3 CCC2 technology conference in Jac;son) (ennasee) May +F-3'th . Northhouse) P. B. @+'*'A. =eadershi"7 Theory and "ractice 29th ed.). . (housand Tureshi) #. @+'',A. Instructional Desi n. a;s) CA- Sage Publications. !etrie3ed from pen and $istance Gearning) **@3A) *'%-*+%.- !etrie3ed

http-551eb+.u1indsor.ca5courses5edfac5morton5instructionalMdeisgn.htm. !eihl) :. G. @+''3A. 4hat /e 0no/ a,out successful school leadershi". Philadelphia- Gaboratory for Student Success) (emple 2ni3ersity.

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!yder) M. @n.d.A. Instructional Desi n Models. !etrie3ed from 2ni3ersity of Colorado at $en3er School of #ducation- http-55carbon.ucden3er.edu5Smryder5itc5idmodels.html 7. !obinson) M. =ohepa K C Gloyd. @+''EA. School leadershi" and student outcomes7 Identifyin /hat /or0s and /hy > 1est evidence synthesis iteration &1ES+. Ne1 Qealand- Ministry of #ducation. 4hys and ho/s of assessment . @n.d.A. !etrie3ed from (eaching #<cellence K #ducational Inno3ationhttp-55111.cmu.edu5teaching5assessment5basics5alignment.html