Instructional design theories play an essential role in the development of curriculum, instruction, and can be used effectively to guide research that has the intended purpose of supporting the development of curriculum and instruction. Comparing the similarities and differences between two models provides a clearer picture of how using them enhances educational research and instructional design. Furthermore, identifying how the models apply to the intent of the curricular instruction assists in the development of a robust and thorough investigation of the intended content, purpose and goal of the material presented in instruction. A discussion of two instructional design theories ADDIE and Gagne’s will show their differences and similarities.
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63). In contrast, Gagne’s emphasizes understanding of the instructional design output from research that assists in developing “prescriptive [or] normative purposes in instructional interventions” (2012, p. 64). Even though the two theories contrast one another in their emphasis on design output (Gagne’s model) and design process (ADDIE) understanding there are further comparisons that show how the instructional design theories can complement one another during educational research and instructional …show more content…
Conducted through a generic five-step sequence the ADDIE model progresses through the steps of analysis, design, development, implementation, and evaluation to produce “effective training and performance support tools” (Culatta, 2013a, para. 1; Forest, 2018a). Gagne similarly presents a design model based upon five categorical elements of learning outcomes organized into a hierarchy of nine learning events based on complexity (Culatta, 2013b; Forest, 2018b; McKenney & Reeves, 2012). The nine hierarchical learning events identified as conditions of learning provide instructors a systematic approach or checklist to ensure achievement of defined learning outcomes (Forest, 2018b). Thus demonstrating how the complexity of Gagne’s model contrasts the ADDIE
63). In contrast, Gagne’s emphasizes understanding of the instructional design output from research that assists in developing “prescriptive [or] normative purposes in instructional interventions” (2012, p. 64). Even though the two theories contrast one another in their emphasis on design output (Gagne’s model) and design process (ADDIE) understanding there are further comparisons that show how the instructional design theories can complement one another during educational research and instructional …show more content…
Conducted through a generic five-step sequence the ADDIE model progresses through the steps of analysis, design, development, implementation, and evaluation to produce “effective training and performance support tools” (Culatta, 2013a, para. 1; Forest, 2018a). Gagne similarly presents a design model based upon five categorical elements of learning outcomes organized into a hierarchy of nine learning events based on complexity (Culatta, 2013b; Forest, 2018b; McKenney & Reeves, 2012). The nine hierarchical learning events identified as conditions of learning provide instructors a systematic approach or checklist to ensure achievement of defined learning outcomes (Forest, 2018b). Thus demonstrating how the complexity of Gagne’s model contrasts the ADDIE