Families of ID Models and the ADDIE Model of ID

The Gerlach and Ely model rests on the idea that an average teacher is an instructional designer. It adopts a systematic approach to both teaching and learning and includes most of the necessary components contributing to instruction. According to one of the model’s authors, Dr. Ely, it “has stood the test of time” and “serves the classroom teachers well” (Gerlach & Ely, 1980).The Gerlach and Ely model is essentially an effort to graphically demonstrate a strategy for systematically planned instruction. Overall, we can distinguish among ten elements of the Gerlach and Ely model. The first one is detailing content and the second one is determining objectives. According to Gerlach and Ely, it is a teacher’s major responsibility to chose the parts of the content to be taught, as well as their timing. These decisions generally depend on various factors, such as state and local guidelines, supervisors, personal experiences, and long-range goals.When it comes to objectives, they can be understood as specific skills which learners should be able to demonstrate in specified circumstances at a designated time (Gerlach, 1980). Gerlach and Ely recommend selecting objectives before the content. At the same time, they acknowledge that this is not feasible in the majority of cases. As a rule, instructors are required to stick to specific content or curricula for specific times. Step three revolves around evaluating the learner’s entering behaviors. One needs to remember that each student will bring different skills and existing knowledge to a classroom. Hence, an instructor needs to answer the following question before embarking on the path of formal instruction: “To what extent has the student learned the terms, concepts, and skills which are part of this course?” (Gerlach, 1980). To find an answer to it, the developers of the model recommend, among other things, a pretest.Steps four through eight are interdependent. In other words, any decision taken in one of these steps will have an impact on the menu of decisions which an instructor can make in the others. The specification of a strategy is the first in this special group. The options here vary from a more traditional approach, when a teacher presents all the information, to the inquiry approach where a teacher serves the role of a facilitator, helping students to discover.When it comes to design-based research (Brown, 1992; Collins, 1992), it can be best understood as an evolving paradigm for the study of learning in context by means of the systematic design and study of instructional strategies and tools. Because it grounds itself in the needs, constraints, and interactions of local practice, this approach is capable of supplying an instructor with a toolkit necessary for understanding how theoretical claims about teaching and learning can be translated into effective learning in educational settings.Design-based research has five characteristics. First, the fundamental objectives for the design of learning environments and the development of theories of learning are linked together. Second, both development and research happen through continuous cycles of design, enactment, analysis, and redesign (Cobb, 2001; Collins, …