General Meeting: Styles of Instructional Design Implementation from Novice to Expert

There are many instructional design models available. But what ID models are useful for implementation by novice instructional designers, more experience instructional designers, and advanced instructional designers, and why would different ID models be stronger choices for instructional designers at different points in their ID careers? 

This discussion will frame the different types of ID models as behavioral, cognitive, and constructivist, with emphasis placed upon reasons behind different ID model choices. 

A stronger understanding of available ID models and styles of instructional design implementation will be the emphasis of this event, with strengths of differentiated ID models emphasized for the novice ID through expert ID implementation.

Learner Objectives

By the conclusion of the event, the attendees will be able to:

• (Understanding) Comparing and contrasting different instructional design models;
• (Analyzing) Categorizing instructional design models by style of engagement (behavioral, cognitivist, constructivist); and,
• (Evaluating) Reviewing and rating instructional design model appropriateness for implementation by novice to expert instructional designers.

Bloom’s Digital Taxonomy Verbs Explanations: Understanding: “Understanding is about constructing meaning from different types of function be they written or graphic.” (para. 8) Analyzing: “Analyzing means breaking material or concepts into parts, determining how the parts interrelate to one another or to an overall structure or purpose.” (para. 8) Evaluating: “Evaluating means making judgements based on criteria and standards through checking and critiquing.” (para. 8) Reference: Crockett, L. W. (June 11, 2015). Bloom’s Digital Taxonomy Verbs. Global Digital Citizen Foundation. Retrieved from https://globaldigitalcitizen.org/blooms-digital-taxonomy-verbs

Speaker:  Caroline M. Crawford, Ed.D., is an Associate Professor of Instructional Technology at the University of Houston-Clear Lake in Houston, Texas, United States of America. She earned her doctoral degree from the University of Houston in Houston, Texas, United States of America, in 1998, with specialization areas in Instructional Technology and Curriculum Theory, and began her tenure at the University of Houston-Clear Lake (UHCL) the same year. At this point in Dr. Crawford's professional career, her main areas of interest focus upon communities of learning and the appropriate and successful integration of technologies into the learning environment; the learning environment may be envisioned as face-to-face, hybrid and online (virtual or text-driven) environments.