I find that the Instructional Systems Design (ISD) model described by Reiser & Dempsey in the EDTC 6010 course text represents a very sound basis for facilitating the design, development and delivery of quality instruction. The model with its four phases, Analysis, Design, Development & Implementation, and Evaluation, is comprehensive in that it encompasses all of the activity required for effective instructional development. At the same time, it is also flexible enough to accommodate different learning theories and the instructional design activities arising out of them.
I find no fault with the ISD model because I believe it is based on the natural progression of activity that accompanies effective human problem-solving or innovation. In fact, the four phases, when undertaken in the order presented, have been shown to produce effective results in a variety of context: scientific research, computer software development, even home improvement projects (at least the way I do mine). In general terms we have:
> Analysis – what is the problem or issue to be addressed? What do we know about it? What do we need to know about it or what do we want to do? Who or what does it impact?
> Design: How should the issue be addressed? What is the plan of action?
> Development/Implementation: Experiment; code and test; hammer and paint. Produce and use.
> Evaluate: Does it work? How well? Does anything need to be tweaked?
I have employed all aspects of this model in my experience as a teacher, whether in planning an individual lesson or in laying out an entire semester (with the implementation and evaluation portion of the phases of the process occurring at a later point in time). As a computer systems analyst, I have used the model phases formally to execute and manage large projects; but I have also employed it informally to organize my activity on projects involving single program development or enhancement.
The ISD version of the generic model is no less effective when applied to the context of instructional activities. So, yes, you could say that I am a strong proponent of the ISD model. After all …it works!
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3 comments:
This is a great observation. I like how you applied the ISD model to everyday problem solving. You could have just as easily titled your post "The ISD Model...a Model for Life."
I like how you mentioned ISD has been used in a variety of contexts, including home improvement! I hadn't thought of it as a natural progression for problem-solving before, but it does make sense in that regard!
I couldn't agree with you more. The ISD applies to all issues in life. And when used, more effective and efficient solutions are found than when you jump in and just start trying the first idea that pops into your head.
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