The Agile Model
If you’re familiar with the ADDIE Model, you’re likely to be familiar with at least some of the alternatives that have emerged to address its criticisms. Chief among them is Agile, which comes to Learning and Development from the software development world. Agile is an iterative approach to delivery in which the development of learning materials is created incrementally from the start, instead of through a single, previously unseen deliverable near the end of the project. Pappas (2016) notes that "the AGILE design has been used in software sector for years, but now it's also a common practice in the eLearning industry. It centers on flexible, adaptable, and rapid eLearning course development."
Beus, B. (2017, June 4). A practical check-In with 4 of the most popular instructional design models. https://elearningindustry.com/most-popular-instructional-design-models-practical-check
Pappas, C. (2016, May 12). AGILE eLearning course design: A step-by-step guide for eLearning professionals. https://elearningindustry.com/agile-elearning-course-design-step-by-step-guide-elearning-professionals
The ADDIE Model
The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools.
For a simplistic overview of the ADDIE model, read Curtis' Feb. 17, 2014 blog post, Instructional Design: Applying the ADDIE Model
While perhaps the most common design model, there are some weaknesses to the ADDIE model, which have led to several spin-offs or variations. Read more here
Backward Design
The idea of Backward Design comes from Wiggins & McTighe and suggests that learning experiences should be planned with the final assessment in mind. One starts with the end – the desired results (goals or standards) – and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform’ (Wiggins and McTighe, 2000, page 8)
By beginning with the end in mind, teachers can avoid the common problem of planning forward from one unit to another, only to find that in the end, some students are prepared for the final assessment, and others are not."
(Culatta, R. (2018). Backward Design [Web page]. Retrieved from http://www.instructionaldesign.org/models/backward_design/)
Learn more about the application of Backward Design in eLearning from a Canvas article, Backward Design - Real World Applications
Bloom's Taxonomy (2002)
Singh (2016) states, "It is absolutely important to define clear objectives. For designers, they set the boundaries of a learning intervention and decide on its level of sophistication. While for learners, they help (when presented well) set expectations at the beginning of a course. The catch lies in the phrase “when presented well”. Benjamin Bloom and his colleagues provided the verbs as a helpful means to decide on the action to describe while defining objectives."
Singh (2016) goes on to apply the six levels of Bloom to eLearning design in the blog post, Bloom’s Taxonomy Verbs: Why I still love Bloom but not his verbs
Gagne's 9 Events of Instruction
"Gagné published The Conditions of Learning back in 1965, which suggested that certain mental conditions must be present in order for knowledge absorption and retention to occur. He also introduced the 9 Events of Instruction, based on the internal and external cognitive factors that contribute to learning. The internal factors are the learner’s prior knowledge, while the external factors are outside stimuli, such as the form of instruction. eLearning professionals can use these 9 events of instruction to develop eLearning experiences that stick and offer online learners the opportunity to engage in every step of the instructional process." (Pappas, 2105).
Read more about the application of Gagne's 9 Events from Pappas in his Nov. 18, 2015 blog post How To Apply Gagné's 9 Events Of Instruction In eLearning
The Kemp Model (MRK)
"Kemp, Morrison, and Ross are the co-founders of the Kemp Design Model. This strategy takes a non-traditional approach to eLearning development, as it follows a cyclical structure. Every aspect of the eLearning course design and learning process is taken into consideration. This allows eLearning professionals to create more meaningful eLearning courses that focus on online learners' needs, preferences, and goals." (Pappas, 2017).
Read more from Pappa's May 20, 2017 blog post, Applying The Kemp Design Model In eLearning: A Guide For eLearning Professionals
For the basics of the Kemp model, read more here
