Luetkehans, Lara M.
Ed.D. (Doctor of Education)
Department of Educational Technology, Research and Assessment
Instructional systems design (ISD) models are as varied as the disciplines they serve. However, it is the opinion of this researcher that ISD models have too narrow a focus, an issue that stems from the fact that models are usually designed for a specific discipline, thus preventing the model from being effective in the development of instruction for other disciplines. Furthermore, ISD models are overly linear and often viewed as a recipe-like set of directives for the development of instruction. These directives usually ignore specific details necessary for the development of instruction. These details are elements in the ISD process that novice instructional designers need to know. The result is that ineffective or, worse yet, inappropriate instruction is developed and delivered. As such, this study posits that a new ISD should be created that is nonlinear, comprehensive, flexible, scalable, universal, and able to be utilized by novice instructional designers as well as by experienced designers. Because a new approach to the ISD process is to be developed, a new method for the development of this model needs to be researched. Therefore, the primary purpose of this study is to generate a theory for the development of an ISD meta-model. The secondary purpose of this study is to create a new ISD model utilizing the theory generated by this study. The grounded theory, constant comparative analysis approach was used to compare models in Gustafson and Branch's Model Classification Schema to emergent models from the fields of public and community health and cognitive psychology. In order to frame the study so that an example could be provided, it was decided that the field of public and community health would serve as the discipline studied and that health educators would serve as the metaphor for instructional designers. The Precede-Proceed Model was selected as the most comprehensive model in the field of public and community health and served as the base model for comparison with the other models. The result of this study is the new, 28-element Logical Level Instructional Systems Design Model.
Lausch, Mark C., "A phenomenologically based investigation of instructional systems design models : toward a meta-model of instruction emerging from the field of public and community health" (2004). Graduate Research Theses & Dissertations. 465.
xi, 250 pages
Northern Illinois University
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