Lesson Topic: Unit 4- ICT in Various Content Areas; Instructional Design

Models: ADDIE & Merrill’s Principles of Instruction.

I. Learning Objectives:
 To determine the difference between ADDIE model and Merrill’s
Principles of Instruction;
 To understand its purpose and goal;
 To know how it affects the teaching and learning in a class.
II. Introduction
The instructional design process consists of determining the needs of the
learners, defining the end goals and objectives of instruction, designing and
planning assessment tasks, and designing teaching and learning activities to
ensure the quality of instruction. This will bring the learner from the state of not
being able to accomplish certain tasks to the state of being able to accomplish
those tasks. Instructional Design is based on theoretical and practical research in
the areas of cognition, educational psychology, and problem solving.
III. Activity

The class is divided into two groups: Group1(right side) and Group 2(left
side). Each group will be given words written on a paper. All words are part of a
process of an instruction design model. They have five (5) minutes to arrange
these words according to the step-by step process and classify these formed
process/processes to the correct instructional design model.

IV. Analysis

V. Abstraction

Instruction design
The process by which instruction is improved through the analysis of learning needs
and systematic development of learning experiences. Instructional designers often use
technology and multimedia as tools to enhance instruction.
According to this definition, instructional designers have two primary functions:
-To analyze learning needs.
-To systematically develop improved learning experiences.

The ADDIE Model

The ADDIE instructional design model is the most common instrument use by
instructional designers. It is a model that teach step-by step in the whole process of any
training program. The ADDIE Process Instructional Design Model is used to maximize
the effectiveness, efficiency, and appeal of training and the learning experience. The
five phases—Analysis, Design, Development, Implementation, and Evaluation—
represent a dynamic, flexible guideline for building effective training and performance
support tools.

Analysis Phase
In the analysis phase, instructional problem is clarified, the instructional goals and
objectives are established and the learning environment and learner’s existing
knowledge and skills are identified. Below are some of the questions that are addressed
during the analysis phase:
* Who is the audience and their characteristics?
* Identify the new behavioral outcome?
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion?
Design Phase
The design phase deals with learning objectives, assessment instruments, exercises,
content, subject matter analysis, lesson planning and media selection. The design
phase should be systematic and specific. Systematic means a logical, orderly method of
identifying, developing and evaluating a set of planned strategies targeted for attaining
the project’s goals. Specific means each element of the instructional design plan needs
to be executed with attention to details. These are steps used for the design phase:
* Documentation of the project’s instructional, visual and technical design strategy
* Apply instructional strategies according to the intended behavioral outcomes by
domain (cognitive, affective, psychomotor).
* Create storyboards
* Design the user interface and user experience
* Prototype creation
* Apply visual design (graphic design)
Development Phase
The development phase is where the developers create and assemble the content
assets that were created in the design phase. Programmers work to develop and/or
integrate technologies. Testers perform debugging procedures. The project is reviewed
and revised according to any feedback given.
Implementation Phase
During the implementation phase, a procedure for training the facilitators and the
learners is developed. The facilitators’ training should cover the course curriculum,
learning outcomes, method of delivery, and testing procedures. Preparation of the
learners include training them on new tools (software or hardware), student registration.
functional.
Evaluation Phase
The evaluation phase consists of two parts: formative and summative. Formative
evaluation is present in each stage of the ADDIE process. Summative evaluation
consists of tests designed for domain specific criterion-related referenced items and
providing opportunities for feedback from the users.
Merrill’s Principles of Instruction
David Merrill’s 2002 First Principles of Instruction framework integrates five instructional
design principles that promote learning when designing and developing training
programs.

M. David Merrill
- Professor of Instructional Technology at the Utah
State University
- Instructional Effectiveness Consultant
- He currently teaches online courses at Brigham
Young University Hawaii and University of Hawaii
- Identified five Instructional Design Principles that
promote learning when creating learning or training
environments, processes, and product.
- He believed that the most effective learning
processes or environments are problem centered and
involve learner in five distinct phases:
Five (5) Main Principles of Merrill

Problem. Learning is promoted when learners are engaged in solving real-

world problems. Student start with simple problems and work through a progression of
increasingly complex problems which involve authentic real-world problems or task (not
just problem-solving questions).
Example:

Activation. Learning is promoted when existing knowledge is activated as a

foundation for new knowledge. Prior experience form relevant past experience of
students is used as a foundation for new skills and knowledge(scaffolding).
Example: Teacher helps students use what they already know about a topic by
providing cues and questions.

Demonstration. Learning is promoted when new knowledge is

demonstrated to learner. Students are shown, rather than just being told.
Example: Teacher shows or provides examples of what it is to be learned rather than
merely telling information about what is to be learned.

Application. Learning is promoted when new knowledge or skill consistent

with the type of content being taught is applied by the learner. Students are
acquired to use their new knowledge or skill to solve problems.
Example: Teacher asks students to apply taught concepts to new examples followed by
corrective feedback if needed.
 Integration. Learning is promoted when new knowledge is integrated to the
learner’s world.
 Sharing
 Reflection
 Peer-collaboration
 Peer-critique
Example: Students are able to demonstrate improvement in their newly acquired
skills and can modify it for use in their daily work.

VI. Application

VII. References
- https://www.slideshare.net/ivanslides/merrills-first-principles-of-instruction
- https://www.mybrainisopen.net/merrill-first-principles-of-instruction-intro/
- https://www.dashe.com/blog/instructional-design-models-comparing-addie-bloom-
gagne-merrill
- https://www.instructionaldesign.org/models/addie/
- https://educationaltechnology.net/definitions-instructional-design/