Running Head: COMMON SENSE INSTRUCTIONAL DESIGN MODEL

Common Sense Instructional (CSI) Design Model

Shaun Anderson
University of Arkansas

COMMON SENSE INSTRUCTIONAL DESIGN MODEL

The Common Sense Instructional Design (CSI Design) model is a combination of

elements from several different instructional design models including the ADDIE model, which
was originally created at Florida State University, Dick and Careys Systems Approach model,
and Kemp, Morrison, and Rosss Instructional Design Plan. Both the ADDIE model and the
Systems model are appealing because of their structured linear approach to the design process.
According to Kemp, Morrison, and Ross (2004), the oval shape of the Kemp, Morrison, and
Ross model represents that the design process is cyclical and that different phases of the design
process may be revisited at any time. A designer, using this model has more freedom to adjust
the elements within the instructional process as needed. Since the elements of the model are
presented within an oval diagram, without inter-connecting lines and arrows, Brown and Green
(2011) state that each component may be addressed at any time while developing the
instruction (p. 10). The CSI Design Model attempts to combine ideas from both a linear
approach and a cyclical approach by integrating concepts from the more flexible approach of the
Kemp, Morrison, and Ross Instructional Design Plan. The CSI Design Model is based on six
phases which the designer may choose to address in either sequentially or non-sequentially. The
numbered elements suggest that a sequential pattern may be followed throughout the design process,
however the double ended arrows suggest that the structure of the sequential flow may be interrupted
at any time to revisit areas which need improvement or revision. See Figure 1. Basically, the model
is based on common sense in that the designer begins the design process following the logical flow of
steps, but at any point in time he may deviate from the plan when, in his judgment, a particular phase
needs attention or needs to be adjusted.

COMMON SENSE INSTRUCTIONAL DESIGN MODEL

Figure 1
In addition to the CSI Design model being linked to the practice of using common sense for
instructional design, it respects the common sense goals of secondary education which, according to
Chickering and Ehrman (1996.) state that education encourages contact between students and faculty,
develops reciprocity and cooperation among students, encourages active learning, gives prompt
feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and
ways of learning. Because many successful teachers and students have experienced the outcome

of the pursuit of these goals and because research supports them, the standards are reflective of
good common sense.
Since the CSI Design model originates from the perspective of cognitivism which,
according to Ertmer and Newby (n.d.), emphasizes making learning meaningful and helping

COMMON SENSE INSTRUCTIONAL DESIGN MODEL

leaners organize and relate new information to existing knowledge in memory (p. 61) the major
tasks of the designer should include:
1) determining the various learning experiences that individuals bring to the learning

situation which can impact learning outcomes;

2) determining the most effective manner in which to organize and structure new

information to tap the learners previously acquired knowledge, abilities, and

experiences;
3) arranging practice with feedback so that the new information is effectively and

efficiently assimilated and/or accommodated within the learners cognitive structure

(Stepich and Newby, 1988).
From a cognitivist viewpoint, the design model should incorporate elements which allow for
instruction to be organized in such a way that allows learners to connect new material with prior
knowledge in a meaningful way.

These tenets of cognitivism will be relied upon as the designer uses the CSI model to
develop an Intermediate Algebra course for students at Phillips Community College of the
University of Arkansas (PCCUA), located in the delta of eastern Arkansas. The community
college serves a large population of first generation, low-income students of color. Moreover,
the Helena Daily World (2014) reported that Central High School, the feeder high school from
which many of the entering students graduated, has been classified by the Arkansas State Board
of Education as being in academic distress (para. 1), a situation which increases the probability
that a large percentage of its graduates are underprepared. Many of the learners lack the
motivation required to be successful in a post-secondary setting. Their entry skills (familiarity
with technology) is adequate, but their prior knowledge of the topic is weak. Most of these
students have comparatively low scores on their ACT tests, especially in the area of mathematics

COMMON SENSE INSTRUCTIONAL DESIGN MODEL

and prefer direct instruction as a means of content delivery. Given this information, this
instructional design model will be used to create a course which blends the use of technology
with face-to-face instruction in order to present content in a manner which will facilitate learning
for these underprepared students. The overall objective of the course is to provide preparation
for more advanced study in mathematics and related fields. Topics include simplifying algebraic
expressions, including fractional and radical expressions, solving linear, quadratic, rational, and
radical equations, graphing algebraic functions, and an introduction to logarithms. Upon
completion of the course, the student will be able to:

1.

perform the operations of adding, subtracting, multiplying, and dividing

polynomials.

2.

factor polynomials by distributive property, reverse foil, grouping, the difference of

squares, sum and difference of cubes.

3.

simplify expressions using the rules of exponents.

4.

add, subtract, multiply, and divide rational expressions and do synthetic division.

5.

perform operations with radical expressions, including rationalizing denominators of

monomials and binomials and to solve radical equations.

6.

solve quadratic equations by factoring, quadratic formula, and completing the square
and relevant applications.

7.

graph linear equations using the slope and y-intercept; find equations of lines given
two points, and solve simultaneous equation.

COMMON SENSE INSTRUCTIONAL DESIGN MODEL

8.

graph quadratic, exponential, and logarithmic functions and describe the domain and
range of a relation.

9.

use function notation, properties of logarithms to compute common and natural

logarithmic values.
(Math 103, n.d.)

Given the under preparedness of the majority of the learners, the designer will need to focus on ways
to constantly engage the learners as he follows the CSI Model for his design of the course. He should
follow the process previously outlined in Figure 1, again, bearing in mind that the process is flexible
allowing him to reconsider any element of the progression at any given point in time. The essential
components of the elements are as follows:

1)

Determine Content--Ascertain the expected outcomes of the course or training that is

being developed. What will be required of the learner or what should the learner know
after completing the course or training? What skill level is require to be qualified upon
completing the course or training? Knowing these expectations will help determine the
organization, substance, and layout of the course or training under development.
2) Analyze LearnersIn order for design to be effective, the designer should perform a
thorough analysis of his audience by interviewing the learners, interviewing the learners
managers, conducting surveys, or holding focus sessions. It is important to learn the number
of learners and the location (environment) of the learners, the experience and knowledge of
the learners, the cultural mix of the learners, and any physical handicaps of the learners. In
designing for the PCCUA Intermediate Algebra, the designer should take into consideration
the under preparedness of the group and any cultural conventions that the learners may bring
with them and adjust the design accordingly.

COMMON SENSE INSTRUCTIONAL DESIGN MODEL

3) Determine Delivery MethodsDecide upon how the course content will be delivered. Will it
blend face-to-face instruction with technology? If technology is used, what form(s) will be
the most effective? How will the course engage the learner? What types of exercises or
activities will be incorporated into the learning experience?

For online courses, will

hyperlinks or interactive graphics be used? How will video and audio instructional
delivery be incorporated and balanced? When considering the answers to these questions
and others related to the delivery method, bear in mind that the concepts must
compliment the course objectives or topics and must be appealing to the audience of
learners. Delivery methods for the PCCUA group should focus on extremely engaging
activities that blend technology with face-to-face instruction.
4) Develop and ImplementThis is the phase where most of the actual course development
is completed. Based upon findings during the determine delivery methods phase, the
designer actually builds the course based upon PCCUAs curriculum standards for
intermediate algebra then implements the completed design for a pilot test group or actual
teacher and learners. In the implementation phase for the PCCUA Intermediate Algebra
group, the designer should first execute the design for a similar pilot group of students
before actually taking the product into the classroom.
5) Test and AssessDuring the test and assess phase the designer determines if the goals of the
project were accomplished in an effective manner. The evaluation phase is a systematic
process that determines the effectiveness of the instructional design and like the ADDIE
model the CSI Model upholds that evaluation is an ongoing process that happens during
every phase of the process and consists of two parts, the formative assessment (determines
effectiveness of each phase) and the summative assessment (determines effectiveness of the
project following implementation). For the Intermediate Algebra course design, methods for
formative assessment will include observations, question/answer sessions, design team

COMMON SENSE INSTRUCTIONAL DESIGN MODEL

feedback, field trials, and focus groups. A summative assessment will occur first for a pilot
group, followed by necessary modifications.

Once the modifications have been made,

summative assessments will ensue for the Intermediate Algebra class.

These assessments

will use various instruments to assist in collecting the data including observation, surveys,
questionnaires, interviews, and testing. The method used to gather the data will be detailed in
a step-by-step process and will be carefully designed and executed to ensure accuracy and
validity.
6) Revise as NecessaryNeeded revisions to the design of the project are made after both the
formative evaluations and the summative evaluations.
In summary, the CSI Model of instructional design, formed from a cognitivist perspective, is
a model which borrows concepts from several different models including the ADDIE model, the
systems model, and the Kemp, Morrison, Ross Instructional Design Model. It suggests a common
sense approach to the design process in which a series of steps is proposed, while offering the
designer the flexibility to reexamine or rework any of the phases of the process at any time during the
project. While the model wasnt designed specifically for PCCUAs Intermediate Algebra, it offers
the designer a model to follow in developing a course that emphasizes making knowledge engaging
for the learners. Additionally, it will allow the designer to create a product in so that the learner can
relate to the abstract information contained within the Intermediate Algebra framework.

COMMON SENSE INSTRUCTIONAL DESIGN MODEL

References

Brown, A., & Green, T. (2011). The discipline of instructional design. In The Essentials of
Instructional Design (2nd ed., p. 10). Boston, MA: Allyn and Bacon.
Chickering, A., & Ehrman, Z. (1996.). Implementing the seven principles: Technology as lever.
Retrieved October 20, 2014, from http://www.tltgroup.org/programs/seven.html
Ertmer, P., & Newby, T. (n.d.). Behaviorism, Cognitivism, Constructivism: Comparing Critical
Features from an Instructional Design Perspective. Performance Improvement Quarterly,
6(4), 61.
Helena Daily World. CHS declared in academic distress. (2014, July 28). Retrieved October 8,
2014, from http://www.helenaarkansas.com/article/20140728/News/140729673#ixzz3FT3MdpQd
Kemp, J. E., Morrison, G. R., & Ross, S. V. (2004). Designing effective instruction, (4th Ed.).
New York: John Wiley & Sons
Math 103 Intermediate Algebra. (2006, January 1). Retrieved October 7, 2014, from
http://www.bucks.edu/academics/courses/syllabus/index.php?lookup=MATH103
Stepich, D.A., & Newby, T. J. (1988).Analogical instruction within the information processing
paradigm: Effective means to facilitate learning. Instructional Science, 17, 129-144.