Instructional design (ID) has come a long way since its inception in the early 20th century. Over time, as much research has been completed and instructional system design (ISD) has been legitimized as a science, each model has improved and been built upon by the next model. This is by no means an exhaustive list of all the ID models, but simply an explanation and brief history of those I use the most often and find to be the most important. Feel free to let me know if there are any that you think I should have included.
I’ll start where most people start, with Benjamin Bloom. He developed the “Taxonomy of Educational Objectives” in the 1950’s that most of us now just refer to as “Bloom’s Taxonomy”. The model is based on six levels of cognitive learning: remember, understand, apply, analyze, evaluate, and create. The model is useful for designing instruction that targets specific cognitive processes and for creating assessments that measure learning outcomes. Bloom’s model has been influential in the development of other ID models, such as Gagne’s Nine Events of Instruction and Merill’s Principles of Instruction. Bloom’s Taxonomy has been revised several times over the years, with the most recent revision taking place in the early 2000s. The revised model emphasizes the importance of active learning and the use of technology to support learning. It also recognizes the interconnectedness of the different domains of learning and the need to address the whole person in the learning process. Bloom’s Taxonomy remains a popular framework for instructional designers today.
Moving forward in time to the 1960’s comes Robert Gagne’s Nine Events of Instruction. This model is based on nine events that occur during effective instruction: gain attention, inform learners of objectives, stimulate recall of prior knowledge, present the stimulus, provide guidance, elicit performance, provide feedback, assess performance, and enhance retention and transfer. Gagne’s model was influential in its focus on the cognitive process of learning and the idea that learners must be engaged in the learning process to be effective. His model was also influential in its emphasis on the importance of feedback and assessment. Along with this model was Gagne’s description of the three domains of learning outcomes as well as the five learning outcomes. Cumulatively, this research was presented as “The Conditions of Learning”.
Fast-forwarding once more we arrive at the 1970’s where the pace of technological advances was outpacing the education of the populace. This is where we start to see the field begin integrating technology, in the form of media such as film strips. This decade also brings us to the model that most ID’s think of first when it comes to ID models, ADDIE.
Developed at the Center for Educational Technology at Florida State University, ADDIE which was originally referred to as SAT (System Approach to Training), is a systematic approach to the design and development of instructional materials. It has gone through many iterations since its inception, from a somewhat linear model, to a waterfall mode, to a dynamic and iterative one. ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. The model is designed to guide the creation of effective instruction by first analyzing the needs of the learners and the desired outcomes, then designing and developing the instruction, implementing it, and finally evaluating its effectiveness. In its most recent iterative form, it encourages using Evaluation throughout the process and returning to the different phases as needed. This is important because it heavily influences our next historical stop.
We are fast forwarding quite a bit now, as the next most influential model occurs in the 2000’s. The SAM (Successive Approximation Model) was developed by Allen Interactions around 2012. Dr. Michael Allen developed this model to be similar to ADDIE, but more agile in nature. One of the biggest critiques of ADDIE is that even in it’s iterative form, with 5 phases there is still a sequential nature that often doesn’t take Evaluation into account until too late in the process. With SAM, rapid prototyping and continuous feedback and improvement are emphasized. SAM consists of three phases: preparation, iterative design, and iterative development. The model is designed to streamline the instructional design process by involving stakeholders and learners in the design process and by rapidly prototyping and testing different iterations of the instruction. This is really where we start to see the idea of the Alpha, Beta, and Gold iterative phases become prevalent in the industry.
Related to SAM, we also saw the rise of Agile methodology and Rapid Prototyping as their own methods and models. The emphasis of course being on efficiency as well as continuous feedback and involvement with the subject matter experts, stakeholders, project managers, and instructional designers.
As we look to the future, and the use of AI and other technologies in learning continues to grow, we can expect to see models that incorporate machine learning and adaptive learning technologies. A “one-size-fits-all” approach to learning will move towards the personalization of learning experiences for the individual learner. There will also be (and there already is) the incorporation of virtual and augmented reality that will allow learners to interact with their environments in new and exciting ways. We are also likely to see integrations of data-driven decision-making. As data becomes easier to collect, sort, and analyze; the use of this data will increase to lead to more effective learning experiences.