Below are continuing developments of my ISD model, per IDE-632:
What are your ID model’s goals/objectives?
The model attempts to account for the “space” between instructional design and development (the outline of learning objectives, the strategies to be employed to meet them, ad the creation of material to be used in instruction), and the implementation and dissemination of the learning material in the context of distance learning or hybrid face-to-face learning in higher education. This “space”, the transactional distance, is a sub-system of a larger system where there is a confluence of instructional design, the online interface, and the learner within the functions and activities related to learning.
The goal of the model is to assist the ID professional to examine the possible effect of the online learning environment on the integrity of the messaging of instruction, and whether the interface has an effect on the learner’s quality of responses to instruction. I do not know if I will be able offer prescriptive measures in this model due to the breadth of research needed to account for the majority of possible outcomes of using this model, so I will have to remain neutral on suggesting what its objectives might be beyond providing a means for generating insight.
What is/are the goal(s) of your supra-system? Do the goal/objectives of your ID model align with the mission and goals of the supra-system?
The supra-system is defined as the ADDIE model of instructional design itself – which is an umbrella “catch-all” to suggest that my model might be applicable as a “plugin” within any instructional design system that proposes a method for traversing the transactional distance between development and implementation/dissemination. The purpose for using my model is intended specifically as a check against the possibility of misalignment as an effect of the intervention of a network-based operation of instruction. In this sense, my model hopes to improve the integrity of the supra-system.
What will be your method of delivery – who & what provides instruction?
What will be your method of instruction – instructional architecture?
What will be your method of grouping for learning?
Other logistical / administrative issues or problems?
I need to think about this more. The problems that may arise from this model may involve the reconciling that the available system for disseminating learning material is the only option, and that although it may be deficient in certain respect for upholding the integrity of intended instruction, it may be the only option.
What changes, clarifications, edits, etc. can you make to your model based on the feedback you are receiving?
How are you going to visually/graphically represent your model?
The graphical component of this model will intervene between the Development and Implementation domains, with representations of content/content strategies and the reciprocal point of engagement for the learner. I expect that there will be a checklist that will ask whether the intended implementation of the learning material is consistent with the medium, method and execution of learner interaction and response. The result of this procedure will inform the ID professional whether a revision is needed in the development of learning material, or whether the venue for online instruction is insufficient to provide the learner with the tools, resources or “language” necessary to participate in an effective learning situation.