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– 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– General – non-designers
– Intermediate -
– In-Depth – experienced designers
• Linear– Step by step (for beginners)
Criticisms
• Linearity– 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?