Models of training design: instructional design system (IDS)
The instructional design system (IDS) aids in the design, development and delivery of training programmes.
It is a relatively straightforward system comprising five key phases of training programme development, known as the ADDIE:
- Evaluation and control
Branson et al. (1975) suggest that a comprehensive training programme can be developed by following these steps. The image below provides an overview of the five phases and tasks that should be conducted in each to ensure an effective training programme.
There are several characteristics that should be present in IDS (Gustafson and Branch 2002):
|Learner-centred||The learner should be the focus point of all instruction|
|Goal-oriented||Well-defined project goals reflecting the client’s expectations are established in the IDS process|
|Focuses on real-world performance||Prepares learners to perform the behaviour that will be expected of them in the real world|
|Outcomes can be measured||Assessment instruments should be valid and reliable|
|Empirical||Data is at the heart of the IDS process; collection begins during the initial analysis and continues through to implementation|
|Team effort||Usually involves a team effort because of their size, scope and technical complexity requiring a variety of individual skills|
Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., and Hannum, W. H. (1975) Interservice Procedures for Instructional Design Systems Development: Executive Summary and Model. Tallahassee, FL: Centre for Educational Technology
Gustafson, K. L. (2002) ‘The Future of instructional design’. in Trends and issues in instructional design and technology. ed. by Reiser, R. A. and Dempsey, J. A. New Jersey: Merrill
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