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Seels and Glasgow ID Model(1990)

Seels and Glasgow ID Model(1990). Belen Garcia EDCI 513 Fall 2007. Barbara Seels. School of Education University of Pittsburgh 5142 Wesley W. Posvar Hall Pittsburgh, PA 15260 PHONE: 412-648-7331 EMAIL: bseels@pitt.edu. Book: Seels , B. and Glassgow , Z. (1990)

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Seels and Glasgow ID Model(1990)

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  1. Seels and Glasgow ID Model(1990) Belen Garcia EDCI 513 Fall 2007

  2. Barbara Seels School of EducationUniversity of Pittsburgh5142 Wesley W. Posvar HallPittsburgh, PA 15260PHONE: 412-648-7331 EMAIL: bseels@pitt.edu Book: Seels, B. and Glassgow, Z. (1990) Exercises in instructional design. Prentice Merrill.

  3. Definition of Instructional Design “the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction.“ Seels, B. and Glassgow, Z. (1990) P.4

  4. Definition of Internalization “process whereby a person's affect toward an object passes from a general awareness level to a point where the affect is internalized and consistently guides or controls the person's behavior .“ Seels, B. and Glassgow, Z. (1990) P.28

  5. ID Model Task and Instructional Analysis Instructional Strategy Materials Development Implemen- tation Maintenance Problem Analysis Dissemina tion Diffusion Objectives And Tests Media Decision Formative Evaluation Summative Evaluation

  6. Characteristics • Generic ID model • Based on constructivism • Non-linear • Flexible • Can be used in the real world • “product-oriented” • Include the following phases: • analysis, • design, • development, • implementation • evaluation

  7. Formative Evaluation • Internal reviews should begin at the first phases (i.e., problem definition/task analysis) and continue until completion of the final product • The expert review can be completed by one person or a team (formative evaluation phase ) • “Summative evaluation is seldom carried out by the designers responsible for developing the original instruction and is not an integral part of our system model“ (1990, p.199)

  8. Tryouts • Students will individually evaluate instructional materials (tryouts). • A group of 2-5 students will revise them (revision). • Small-group tryouts: 8-10 students will providefeedback. The cycle of tryouts and revisions will be repeated until the objectives are met. It is important how well the course attains the learning objectives and how long the instruction lasts.

  9. Applications • Developing instructional materials for academic courses: • study guides • workbooks • job aids • Developing instructional materials for training purposes: • videos • Text materials • facilitation aids

  10. References: • Barlow, K. (1998) Instructional Design Systems Models • Retrieved on September 20, 2007 from: • http://seamonkey.ed.asu.edu/~mcisaac/disted/week1/6focuskb.html • Bell, M., and Lefoe, G. (nd) Curriculum design for flexible delivery –Massaging the model. • Retrieved on September 20, 2007 from: http://www.ascilite.org.au/conferences/wollongong98/asc98-pdf/bell-lefoe0031.pdf • The Herridge Group (2004) Use of Traditional Instructional Systems Design • Models for eLearning. Retrieved on September 20, 2007 from: http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20ISD%20for%20eLearning.pdf • Instructional Design Knowledge Based (n.d.) Retrieved on September 20, 2007 from: • http://classweb.gmu.edu/ndabbagh/Resources/IDKB/evaluation.htm

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