Here is an updated status on the development of my ISD model, as of April 1, 2010.

The following analysis of my ISD model is based on the Comparison Matrix proposed in “A Conceptual framework for comparing instructional design models” (Edmonds, G., Branch, R., & Mukherjee, P., 1994).

ID Model: (No name yet. Any suggestions?)

Orientation: Prescriptive

Knowledge Structure: Procedural

Expertise Level: Intermediate to Expert

Structure: System

Context: Higher Education – possible other applications where Distance Learning is conducted.

Level: Unit, Module, Lesson, Course

The purpose and use of this ISD model is to serve the needs of designing a course of instruction where there is an intervening network technology between the instructor and student. As such, it will attempt to prescribe the variables the designer must consider to maintain the integrity of the instructional content (information) and the aspects of the ICT interface that may affect the quality of student response to exercise directives.

Injecting the principles of this model into ISD will affect the following aspects of the basic ADDIE model:

• The manner of audience analysis (Digital Literacy assessment)
• The development of instructional material (alignment and consideration of the unique communication environment of online learning compared to face-to-face classroom learning)
• The scrutiny of the means of implementation (ICT interfaces and applications must account for the effect it has on shaping the context and meaning of information presentation, including the spacial configuration and language used to direct student behavior in instruction)
• The manner by which formative evaluation may be conducted (Was the student able to operate within the functional dialect of the online environment sufficiently enough without having been distracted by cognitively “repairing” bad design? Was the instructional content composed in a way that is appropriate for learning in a detached environment from the instructor? Did the language or interface configuration contribute in any way to the student misunderstanding the assignment’s intent, or expected response from the student?)

I am unsure about whether this will be a complete model, or a “plugin” that will be applied to any given choice of ISD that involves distance learning.