Foundational IDT Strategy
Needs analysis and Instructional Learning Models
Here you will find sample foundational strategy of instructional design and technology (IDT). First, I would like to clarify that IDT involves analysis of learning and performance issues with design, development, implementation, evaluation and management of instructional processes and resources to improve learning in any environment (Reiser & Dempsey, 2018).
​
One grid displays a sample of popular needs analysis/performance assessment that precedes any improvement planning and the other provides a sample of common instructional models. The other is touches on sample common instructional models and design models/tools.
Three Needs Analysis/Performance Assessment Models
1
Morrison, Ross, Kemp (2010) (MRK)
Identify instructional problems, and specify goals for designing an instructional program
​
Examine learner characteristics that should receive attention during planning
​
Identify subject content, and analyze task components related to stated goals and purposes
​
State instructional objectives for the learner
​
Sequence content within each instructional unit for logical learning
​
Design instructional strategies so that each learner can master the objectives
​
Plan the instructional message and delivery
​
Develop evaluation instruments to assess objectives
​
Select resources to support instruction and learning activities
​
Identify instructional problems, and specify goals for designing an instructional program
​
K-12, Higher ED
​
Resource:
​
Reiser, R., & Dempsey, J. (2018) Trends and issues in instructional design and technology
(4thed) Pearson
​
2
Rossett Needs Analysis (2012)
Who are the people?
Strength, need, weakness, priorities opportunities
Quality of the fit -what we are delivering and what is required
​
Why people perform and don't and what will increase alignment, transfer and performance?
​
How satisfied people are with learning events and instructors and on demand and workplace resources?
​
Are we fulfilling promise to regulators?
Did learning happen
​
Are we influencing prized strategic outcomes
Are we contributing to talent management, attraction, retention, advancement?
The tally of all that we do, how much is it worth to the organization?
Corporate/Business
​
Resource:
​
Dick, W., Carey, L., & Carey, J.O., (2022) The Systematic design of instruction (9th ed) Pearson
3
Van Tiem et al. (2012) HPI/HPT
Organizational analysis
Environmental analysis
Gap analysis
Cause analysis
Individual factors
Interventions
Business Case
Techniques
Formative evaluation lv 0-performance analysis, selection design, develop, implement, maintain
Summative- evaluation 1-2-reaction knowledge, application
Confirmative, meta evaluation/validation
​
Corporate/Business-performance
​
Resource:
Reiser, R., & Dempsey, J. (2018) Trends and issues in instructional design and technology
(4th ed) Pearson
​
Needs Analysis/Performance Assessments
​
​
Needs/performance analysis reveal problems, or gaps, related causes, as well as some strengths that require interventional improvement strategies with technology and specific instructional activities (Glatthorn et al, 2019).
​
​
​
Instructional Design
The goal of instructional design and technology is to improve learning, performance process and/or resources for maximized outcomes with varied audiences and environments. IDT trend is learner centered with underpinnings of constructivism, cognitivism and behaviorism in many places (Reiser & Dempsey, 2018). Nothing is done without analysis, designing, developing implementing something in some form or order, evaluating, revising where necessary.
​
Sample 3 Common Design Model/tools are displayed to the right. ADDIE - analysis, design, development, implementation and evaluation.
​
SAM- successive, approximation model
Story Board- for the journey of thought- critical portions of the plan
​
