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?