Instructional Design Model

Introduction

According to Mayer (2009) ID Instruction decides how instructions works to help students learn content skills. Mayer stated there are four elements that are included in learning, which are (1) dual theory_ This theory suggests that verbal and visual stimuli are processed separately, however they work together with memory. (2) limited working memory is able to hold a limited number of “chunks” of information at one time that requires us to make choices about using the resources. (3) active processing multimedia learning information includes association between the word-based and image-based representations.” (4) information transfer_effective learning takes place, when students are able to retrieve new knowledge from long-term

This is important because the design practices should do more than merely accommodate the constructivist views; they also support the creation of positive learning environments that focus upon the value of the underlying basic principles. In the traditional approach to instructional design, the developer analyzes the conditions which depend upon the instructional system, such as content. The learner, participates in the instructional environment by developing the preparation for the specific learning outcomes (p.2). The Procedural ID models guide the learner how to perform the task with a formulated simplified set of complex processes. The learner can use mind tools to demonstrate the application

These authors support a student-centered approach that can be achieved by implementing a user friendly-centered design approach. Brown and Green discussed that a user-centered design approach will focus upon the students s needs and limitations throughout the learning process.

Instructional Design Standards The most promising advancement for IDT models are that basically everyone comply with education and training with online instruction, and that people learn at different rates and have different learning needs (Reigeluth, C. (2012). However, our schools and training programs basically teach a selective fixed amount of content in a set amount of time. Even though , slower learners are motivated to move forward before they have mastered the content skills, and they accumulate failures in their learning, they are encouraged to continue With learning skills that make the content more difficult for them to learn related content in the future (Reigeluth, C.