Characteristics of ID Models - Branch & Merrill

I really enjoyed this week's reading assignment for Instructional Design.
I felt that it was a prose version of the Wiki that is needed to understand in a very straightforward way, the models of ID.
So, I will translate it into week sitebites:

Characteristics of Instructional Design Models - Robert M. Branch & M. David Merrill
Instructional Design (ID) - system of procedures for developing Education and Training curricula in a consistent and reliable fashion
General Systems Theory (GST) - approach to accomplishing learning test since of instructional problems - based on behaviorism values associated with measurement and study of human behavior (Silvern);

1. Systematic - adopt rules/procedures; way to move through process 
2. Systemic - application of creative problem-solving methods; all components of system respond to single component w/in system as stimulated 
3. Responsive - accepting whatever goals established as its orientation 
4. Interdependence - all elements w/in system connected to every other element; all elements depend on each other to accomplish system's goals
5. Redundancy - duplicate processes/procedures intended to prevent failure of the entire system 
6. Dynamic - adjust to changing conditions, constantly monitors environment
7. Cybernetic - efficiently communicate among themselves for the purpose to steer, govern & guide; automated control systems
8. Synergistic - together all elements achieve more than individual elements achieve alone; "the whole is greater than the sum of its parts"
9. Creativity - special human talents/imagination & generating original ideas to permit instructional designers to expand the limitations of any system 

Traditional instructional design models - rectilinear rows of boxes connected by straight lines with one-way arrows & return line
Actual practice of ID - curvilinear flow diagram; curvilinear compositions of ovals connected by curved lines with 2-way arrows; communicate more iterations
ADDIE

1. Analyze - needs assessment; identifying a performance problem in a business setting; stating a goal; writing objectives & measurable terms; classifying learning as to type; specifying learning activities; specifying media 
2. Design/development - preparing student/instructor materials
3. Implementation - delivering instruction in setting for which it was designed 
4. Evaluation
• Formative - collecting data to identify needed revisions to the instruction 
• Summative - collecting data to assess the overall effectiveness and worth of instruction
• Revision - making needed changes

All instructional design efforts

1. Student-centered - teaching & other forms of instruction or simple means to the end of learner performance; no initial assumption live teachers even needed
2. Goal oriented - goals should reflect client expectations; team members need to share a common vision
3. Meaningful performance - preparing learners to perform meaningful/complex behaviors; high degree of congruence between learning environment & setting in which the actual behaviors performed
4. Outcomes measurable, reliably/validly - assessment technique within an observer/checklist while the learner performs selected operations
5. Empirical, iterative & self-correcting - data at heart of ID process; data are friendly & provide a rational basis for decision-making & successfully project completion
6. Team effort
• Subject matter expert (SME)
• Instructional designer
• Production personnel
• Clerical support
• Project manager

Key Criticism - traditional idea approaches emphasize breaking complex skills down into their component parts leads to fragmented instruction; learners having difficulty integrating the various parts-skills

• Learners should be presented with a series of progressively more difficult tasks problems of the type that the learners will be expected to solve by the end of that instruction sequence

Pebble-in-the-Pond ID Model - content centered modification of more traditional ID

Dick & Carey ID model; 12. Merrill: Pebble in the Pond