+Welcome.
Having as a guide the 'Berlin Model' ('Berliner Modell' in German) [1] & the 'ADDIE Model' [2] of the instructional process please share your opinion or experience or interesting references on any of the following questions.
Which factors of the instructional process, being 2 conditional & 4 decisional according to the 'Berlin Model', & which of its design phases, being 5 according to the 'ADDIE Model', have been mostly impacted by technology?
How has technology impacted each of these factors & design phases?
You may consult [3] (SAMR model), [4, § Introduction], [5, § Features of Online Learning Environment], [6] (Trialogical learning model), [7] (TPACK model), [8] (R2D2 model).
Which model could be more suitable than the 'Berlin Model', as regards the correlated factors, & the 'ADDIE Model', as regards the design phases, of the instructional process?
Thank you.
[ Featured references:
1. http://en.wikipedia.org/wiki/Berlin_Model
2. http://en.wikipedia.org/wiki/ADDIE_Model
3. https://sites.google.com/a/msad60.org/technology-is-learning/samr-model
4. http://proceedings.informingscience.org/InSITE2008/IISITv5p127-135Kluge459.pdf
5. http://www.ifets.info/journals/12_1/4.pdf
6. http://edutechwiki.unige.ch/en/Trialogical_learning
7. http://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge
8. http://en.wikiversity.org/wiki/Instructional_design/R2D2
9. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3725874/ (Russell)
]
I think this is a great question for an in-depth study, such as a dissertation. A generation or more of instructional designers and technologists have followed this model, whether they are aware of it or not. From my professional experience, technology tends to trump process in the design of instruction. The theory of learning tends to be an afterthought as we design for the tools rather than for the learning.
Patricia:
Not only is "the theory of learning" overlooked but also "instructional theory": https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Instructional_theory.html, in the instructional design process using more tech tools.
lexandros, are you perhaps reviewing Zierer and Seel (2015)?
You might want to consider
- Applications of cognitive science (such as cognitive load theory) on learning and teaching models
- Impacts of shifting social expectations (such as social networking and Web 2.0) on the evaluation loops in ADDIE and the interactions in didactic models
- Applications of entertainment design patterns (such as story-building, virtual world,s and gamification) that shift the didactic purpose away from content to experience
Regards
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3725874/
As someone who works with course development teams for flexible blended and online learning every day, this is a question that comes up in every course development process. While I agree with the other responders that technology has come to the fore in some decision making, in my own work there is an intentional push back against that...but there is clearly a tension between my work and the work of other support staff in our institution. I'd prefer to run an ADDIE like process to establish a pedagogical approach and then talk about operationalizing it once the pedagogical commitments are in place...Some of my colleagues are more 'pragmatic'...consulting with staff for them means asking 'What are you trying to do?', then recommending a bit of technology to help them achieve that end. While I'm not suggesting that approach will necessarily 'fail', its my opinion that the institution gets better value from an approach which puts a bit more attention into 'design' and requires some attention the various parts of ADDIE so that we can align what we know about the students and the course with a design that accommodates developments that Russell has highlighted above re cognitive science, learning sciences etc...AND also accommodates an up-to-date notion of good practice in the development and implementation phases...rather than just focusing on 'implementation' with an instrumental application of 'Tool X'
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