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Models of ID

Throughout the decades, ID has evolved to accommodate a number of learning theories: positivism, interpretivism, behaviourism, cognitivism, constructivism, neuroscience and even postmodernism.
Robert Gagne ideas have been highly influential amongst instructional designers, particularly those relating to hierarchy of intellectual skills (declarative, procedural and effective knowledge) and the events of instruction (gain learners attention, inform learners the objective, stimulate prior learning, present stimulus, provide guidance, elicit performance, provide feedback, assess and enhance retention transfer).


Magliaro and Shambaugh (2006) highlight that ID is a process that construct models to guide the design of learning environment. Their idea of model is intrinsically linked to the notion of system, in that they are an internal representation of a network of concepts (and an explanation of their current functions and possible future interactions). This systematic approach puts the important aspects of learning at the forefront of the designing process.
According to Goksu, Ozcan, Cakir and Goktas (2017) although traditional models were based on behaviourism, as instructional technologies evolved and become more learner-centred, constructivism has become more pervasive. Compiling ideas from authors such as  Dick and Carey; Morrison, Ross and Kemp, Smith and Ragan and others they also define ID as a systematic method,  based on ADDIE and instructional and learning theories that enhances the quality of teaching.


De Jong, Weinberg, Girault et al (2012) point out that because of this learner-centred character, some authors refer to ID as Learning Design. Also, in relation to the quality of teaching, they argue that ID helps maintain a coherent pedagogy by formalising an unified format of pedagogical design and sequencing. However, challenging more traditional approaches heavily based on ADDIE (like those popular in business or the army) they argue that ID must conceptualise learning environments with an open structure which can accommodate ill-structured problems, since technology-enhanced learning allows students more than ever to collaborate, inquiry and learn-by-design.

Likewise, Merrill (2002) -as a response to criticism against ID- identifies a set of principles of instruction which (a) most ID theories and models agree upon, (b) can be implemented using any delivery system or architecture and (c) relate to creating learning environments.
Those principles are:
  1. problem-based; 
  2. activation of prior knowledge; 
  3. demonstration of skills; 
  4. application of skills 
  5. integration of those skills into real-world activities. 



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