1.0 An Overview of Instructional Models Activity Read the article below. It gives you an overview of instructional models.

In pairs, pick two (2) of the models with asterisks (**) and describe them.

INSTRUCTIONAL DESIGN MODELS 2001, 2004, Elena Qureshi, M.A., M.Ed., Ph.D. (http://web2.uwindsor.ca/courses/edfac/morton/instructional_design.htm) Models for instructional design provide procedural frameworks for the systematic production of instruction. They incorporate fundamental elements of the instructional design process including analysis of the intended audience or determining goals and objectives (Braxton et al., 1995). An instructional design model gives structure and meaning to an ID problem, enabling the would-be designers to negotiate their design task with a semblance of conscious understanding. Models help to visualize the problem, to break it down into discrete, manageable units. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity (Ryder, 2001). Instructional models prescribe how combinations of instructional strategy components should be integrated to produce a course of instruction (Braxton et al, 1995). A variety of ID models have evolved over the years to represent applications among diverse learner audiences and distinct educational contexts (Edmonds, Branch, & Mukherjee, 1994; Gustafson, 1991). These models have generated a wealth of research data that have many implications for instructional design practices and theory development (Richey, 1986). According to Braxton et al. (1995), instructional models are guidelines or sets of strategies on which the approaches to teaching by instructors are based. Effective instructional models are based on learning theories. Braxton et al. cited the following ID models as the most important ones among the specific ID models: