Instructional Design Model: ASTM E2659-18 Section 6.1.1

The term “Instructional Design Model” is used in section 6.1.1 of ASTM E2659-18. It refers to the formal systematic approach of developing and implementing educational solutions to organizational, societal, or general problems or needs. It requires the identification of the problem or need, analysis of its root causes, and determining whether an educational or training program is a viable solution. The model continues with the design, development, implementation, and evaluation of the educational intervention to solve the original problem.

After the program implementation, final examinations are passed and certificates are issued, the ID model requires follow-up evaluations to demonstrate whether the course achieved and continues to achieve its purpose. This entire process from need assessment through ongoing evaluation is known as the instructional design model, and ASTM E2659-18 requires an industry-accepted model to be identified and followed.

Although the use of a particular ID model is not specified, it must have been previously published in at least one credible educational and training industry publication to be acceptable under ASTM E2659-18. The most commonly used model is the ADDIE model, which stands for Analyze, Design, Develop, Implement, and Evaluate. It was initially developed at Florida State University for the U.S Military in the 1970s to guide its training programs.

Whichever ID model is chosen, it must be followed and documented properly as evidence that the model did guide program development. The five components of the ADDIE model are typical of all ID models: Analyze (assess) the need, Design, Develop, Implement, and Evaluate.

The needs assessment (analysis) phase of the instructional design plan involves analyzing the need to determine its causes and potential solutions. It is also during this phase that the people who will benefit from the educational program are identified, and these groups become the program’s primary stakeholders. ASTM E2659-18 Section 6.1.2 (1) includes the phrase “instructional design model and processes” that the certificate issuer uses to identify learner needs. The process must be described and documented.

The design phase of the ID process involves the translation of the fully analyzed need into clearly stated desired outcomes for learners after their successful completion of the instructional program. The program’s learning outcomes (LOs) are the intended specific and demonstrable competencies expected of those who have successfully completed the educational program. LOs are formal statements of the competencies.

The implementation phase involves the actual delivery of the educational program, while the evaluation phase assesses whether the program has achieved its desired outcomes. Accreditation requires that the instructional design model and processes used to identify learner needs, the learning outcomes, and the program’s purpose, goals, scope, requisites, prerequisites, and certificate term of validity must be properly documented. This documentation serves as evidence that the certificate issuer has met ASTM E2659-18’s requirements.

DEVELOP: With the needs assessment and design phases completed, the development phase is where the actual creation of the instructional materials and activities takes place. This is where the course content is developed, and instructional strategies are identified, such as lectures, group activities, case studies, or simulations.

The development phase includes the creation of instructional materials and media, such as handouts, workbooks, videos, online resources, and assessments, among others. It is essential that these materials are developed in a way that is consistent with the design phase and that they align with the identified learning objectives.

During the development phase, the instructional designers and subject matter experts (SMEs) must work closely to ensure that the course materials are accurate, comprehensive, and up-to-date. In addition, the instructional materials must be reviewed for clarity, organization, and instructional effectiveness.

IMPLEMENT: Once the course materials have been developed and reviewed, the implementation phase begins. This is where the instructional program is delivered to the target audience. The implementation phase involves scheduling, facilitation, and delivery of the instructional materials to learners, as well as monitoring their progress and providing feedback to ensure successful completion of the program.

EVALUATE: The final phase of the ADDIE model is the evaluation phase. This phase involves the assessment of the program's effectiveness and success in meeting the intended learning outcomes. The evaluation process includes formative evaluation, which occurs during the instructional program and provides feedback to make adjustments to improve the program.

It also includes summative evaluation, which occurs at the end of the program and assesses whether the program achieved its intended learning outcomes. Evaluation results are used to improve the instructional program and identify areas for improvement. It is essential that the evaluation process is documented, and the results are used to improve future iterations of the program.

In conclusion, instructional design models are comprehensive approaches to addressing organizational or societal problems through educational interventions. These models, such as the ADDIE model, involve a systematic approach to identifying needs, designing, developing, implementing, and evaluating instructional programs.

To comply with ASTM E2659-18, a certificate program must follow an industry accepted ID model and document its compliance with the model's steps and processes. Each phase of the ADDIE model plays a critical role in the development of effective instructional programs that meet the intended learning outcomes and provide value to learners and organizations.