Analysis of the IDI Model By: Julie Beyer & Carl Weckerle

Format for Analysis History of the IDI Model Systems approach Aligned with ADDIE Uniqueness Strengths and Criticisms Questions

History of IDI Instructional Development Institute (IDI) Model [1973] Created by the University Consortium for Instructional Development & Technology (UCIDT) IT departments from Michigan State University, Syracuse University, University of Southern California, Indiana University and US International University Used to train school personnel in principles of instructional systems design 5-7 day workshops on ISD 400 Institutes, 20 states, 20,000 teachers

Systems Approach Governed by a process Interrelated parts Purposeful these parts are working toward a common goal Purposeful Organized Stresses feedback Considers the larger environment

I Define

In the 'A' (Analysis) Box Step One - “Identify Problem” Assess Needs Conduct Needs Assessment Establish Priorities Among Various and Conflicting Needs State Problem State one or more problems that need to be addressed

In the 'A' (Analysis) Box (cont.) Step Two - “Analyze Setting” Audience Learner characteristics Conditions Under which development should occur Relevant Resources What material and human resources are available for developing and delivering the solution

In the 'A' (Analysis) Box (cont.) Step Three - “Organize Management” Tasks Stating of major tasks Responsibilities Assigning the tasks to team members Time Line Established timeline to insure completion

II Develop

In the 'D' (Design) Box Step Four - “Identify Objectives” Terminal Objectives (TO) Enabling Objective (EO) The mnemonic ABCD provides a helpful reminder that objectives must include an (A) Audience, (B) Behavior, (C) Condition, and (D) Degree of performance

In the 'D' (Design) Box (cont.) Step Five – “Specify Methods” Learning Instruction Media Selecting strategies and media based on the type of objective

In the 'D' (Development) Box Step Six - “Construct Prototypes” Instructional Materials Building of testable draft of materials Evaluation Materials By making a prototype, you can test the materials before spending the money to find out they do not work.

III Evaluate

In the 'E' (Evaluation) Box Step Seven - “Test Prototypes” Formative Evaluation “Conduct Tryout” Within conditions similar to actual use Pilot program “Collect evaluation data”

In the 'E' (Evaluation) Box (cont.) Step Eight - “Analyze Results” “Objectives” Learner achievement “Methods” Effectiveness of instruction “Evaluation Techniques” Appropriateness of evaluation

In the 'I' (Implementation) Box Step Nine - “Implement Recycle” “Review”, “Decide”, “Act” Return to a previous step if there is a deficiency or Implement a solution

Summative Evaluation? Where is the summative evaluation? Dissemination of the results is assumed and a further step was at one time considered

Why is the IDI Model Unique? Organize Management step added due to a belief that poor management often leads to failure Lot of front-end analysis (common to systems models) Lack of summative evaluation

Strengths Three levels of detail Linear General – non-designers Intermediate - In-Depth – experienced designers Linear Step by step (for beginners)

Criticisms Linearity Lack of refinement since creation Too rigid Lack of refinement since creation Should organize management be done after steps 1 and 2? Lack of summative evaluation

Resources ProtoCALL http://www.siu.edu/~lmc/protocall.html Gustafson, K.L. (1991). Survey of instructional development models (2nd ed.). Syracuse, New York: Syracuse University Press.

Questions?