Running head: CREATING AN INSTRUCTIONAL DESIGN MODEL

Creating an Instructional Design Model for Merged Environments

by
Garth Williams

Ruth John

Shantel Victor-Cole

92073695

05054518

314500054

A Paper Presented in Partial Fulfillment

Of the Requirements of
EDID 6503 Instructional Design Theories, Models and Strategies
Trimester I, 2015
Email:

garth.williams2@my.open.uwi.edu
ruth.john2@my.open.uwi.edu,
shantel.victorcole@my.open.uwi.edu

University:

University of the West Indies Open Campus

eTutor:

Dr. Laura Gray

Course Coordinator

Dr. Camille Dickson-Deane

Submission Date: April 25th, 2015

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 2

TABLE OF CONTENTS
Abstract....3
Description of instructional environments...4
Differences between each instructional/work environment.....8
Similarities between each instructional/work environment.....8
Instructional strategies common or different between the environments ...9
New combined instructional model.9
Illustration of the new model.10
Description of the model10
Justification for the design.11
Instructional strategies afforded by the new model...14
Discrepancy analysis..15
Conclusions....15
Reflections.....16
References..19

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 3

Abstract
The purpose of this research is to create an Instructional design model for three different
environments which are combined to make one. To be able to create this model, the different
learning environments have to be compared and contrasted. The first environment is Williams
rented classrooms at a high school in Kingston, Jamaica; the second, Victor-Coles school, The
Pares Secondary School located in Pares Village, St. Peters Parish, Antigua; and the third,
Johns school, The Emmanuel High School Mesopotamia in St. Vincent. The environments are
similar in nature because they are teaching environments and cater for students who would
eventually complete the external examinations given by the same examining body, Caribbean
Examination Council (CXC). Conversely, the main differences between the environments are
their geographical location as well as the mode of teaching (normal school environment versus
after school classes.) Upon examining each environments instructional design model, a blended
learning environment with great emphasis placed on integrating technology into the instructional
process was created. The model also emphasises a review process which is present at each stage
in the model. This has implications for making the model best suited for achieving the desired
learning outcomes and thus the success of the students. Incidentally, the new model is called The
Success Model. The research paper also compares the instructional strategies among the different
environments and then identifies the strategies that are best afforded by the new model. The final
part of the research paper affords us the opportunity as budding instructional designers to reflect
on creating the new model, that is, to look back on the whole creative process, ponder over it and
learn from it in the hopes of using the new knowledge to help in future similar situations.

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 4

Instructional Environments
The descriptions of each team members instructional/work environment.
Garth Williams
For the purpose of this research paper, my work environment is rented classrooms at a
high school in Kingston, Jamaica. These classrooms are used to facilitate small group sessions on
weekends for high school students who are preparing for the Caribbean Secondary Education
Certificate (CSEC) examinations in mathematics and English language. The sessions are
advertised in the Gleaner, a national newspaper. Each session is scheduled by subject and grade
in school. For example, students in grades 7 to 9 who need help in mathematics are separated
from students in grades 10 to 11 who also need help with mathematics. Each session lasts for two
hours and a tutor is assigned to a classroom of 10 to 15 students per group.
The students are from various schools and communities in Kingston and adjoining
parishes. They are also at different knowledge levels. The teaching materials are primarily text
books which are prescribed by high schools and the Ministry of Education, Youth & Culture. In
addition to textbooks, printed handouts are provided with lecture notes and practice questions.
Online resources from open source learning websites are referenced in the lecture notes. The
classroom seating is arranged in a U-shape to wit the tutor at the entrance of the semicircle. Each
classroom is equipped with a laptop for the tutor, a multimedia projector and screen, an erasable
white board, and flip charts. Free WiFi is available at the school. Students are registered on their
first session and they pay a fee either per session or per term (3 months).
Ruth John
Emmanuel High School Mesopotamia (EHSM), is a co-educational Government-Assisted
Secondary school which is managed by a board of directors. EHSM was one of the first schools

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 5

to provide rural education to St. Vincent and the Grenadines. At present, the school has a
complement of a Principal, a Vice Principal, a teaching staff of thirty-five (35), an ancillary staff
of six (6), an administrative staff of three (3) and a student population of six hundred and seventy
eight (678) students.
The mission of the school is based on the gospel of Saint Luke, chapter 2, verse 52 and
was developed by the founder of the school, Dr. J.P. Eustace who adopted the philosophy that a
person should be totally educated, that is, attending to the needs of the mind, body and soul. Thus
the mission of the school states:
Emmanuel High School exists to help you prepare for a productive, rewarding and
enjoyable life of service in the home, the community, the nation and the world. Emmanuel
hopes to achieve this objective by motivating students to develop academically, physically,
spiritually and socially through:
-

a course of study in the Arts, Sciences, Humanities, Technical and Physical

Education;

daily devotional time relating to the study and application of Biblical principles;

a variety of opportunities for the development of personal relationships that will

enrich life.

About a third of the teaching staff are graduate teachers, another third Qualified Assistant
teachers (trained at Teachers College) and the remaining teachers have at least completed
Advanced level subjects. Given the diverseness of the teaching staff, strategies have been put in
place to guide teachers who may lack certain teaching skills. Professional Development sessions
organized at the beginning of every school year, interspersed throughout the Terms encompass
numerous topics including lesson planning, testing and evaluation and classroom management

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 6

approaches. Additionally, the Heads of Department (HODs) offer support and advice to those in
their departments as the HODs are responsible for examining daily lessons plans as well as
carrying out classroom observations. Recently, the government of St. Vincent and the Grenadines
has embarked on a One laptop for child initiative. This has led to an increase in the use of
technology to plan and execute lessons as teachers try to incorporate the use of laptops and
internet resources in their classrooms.
The student population is divided into seventeen (17) classrooms holding on average 40
students. The majority of students are admitted into Form One (7th Grade) based on their
performance in the National Common Entrance Examination. Incidentally, a number of students
do not gain at least a 50% average on this examination and additionally have inefficient
numeracy and literacy skills. At EHSM we value these students and have put into effect
strategies to improve the students performance including creating a remedial class where
emphasis is placed on literacy and numeracy in addition to the other subject areas. The average
age range of the students enrolled is eleven to eighteen. However, depending on a students
attitude towards work and their behaviour record he/she can be given opportunities to complete
his or her education if he/she has past that age range. Students complete their education at EHSM
in Form 5 (Grade 11).
Twenty-eight (28) subjects are offered on the curriculum, twenty-six (26) of which are
assessed externally under the Caribbean Examination Council and General Certificate of
Education. Classes are one hour each and run from 8:30 in the morning to 3:00 / 4:00 in the
afternoon depending on the Form you are in. Students in 1st Form to 3rd Form end at 3pm while
4th and 5th Formers end at 4pm.
The vision statement of EHSM states that;

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 7

Emmanuel High School is a home away from home for all students, and it ensures that
their lives are enriched here so that they make meaningful contributions to the world.
Shantel Victor-Cole
The Pares Secondary School is located in Pares Village, St. Peters Parish, Antigua. It
provides a teaching/ learning experience to approximately five hundred (500) students, with a
staff of approximately fifty (50) teachers.
The school is situated on approximately five (5) acres of land. It has 3 main blocks for
classrooms, an industrial arts department, two information technology/EDPM labs, two science
labs, an agricultural science unit for animal and vegetable production, a home economics unit, a
visual arts department, a music lab, a library, a counselling room, a book room for distribution of
textbooks, and two (2) staff rooms.
Management of the school is comprised of the principal, deputy principal, five year
heads, and ten heads of departments. These individuals control the day to day functions of the
school.
The school has four (4) first forms, four (4) second forms, four (4) third forms, four (4)
fourth forms and two (2) fifth forms. I teach the second form level (Computer Studies) and third
form level (Information Technology). As a result of clashes on the timetable with IT and EDPM,
some of my classes are conducted in the classrooms instead of the lab. The lab consists of
twenty-four networked desktop computers, one networked printer and a white board. These
computers are arranged in 4 rows from east to west, with 2 rows facing south and two facing
north. This arrangement makes it difficult to have eye contact with all students during a lesson.
The lab is air conditioned, but the temperature cannot be regulated as it feeds from an
industrial unit. The whiteboard is on the east wall and is not visible to all students. On the other

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 8

hand, the classrooms are typical traditional classroom setting, consisting of individual desk and
chairs facing the direction of the chalkboard. The desk and chairs can be moved around the
classroom, which makes it easy for team work.
Each class is assigned a home room where some subjects are taught while other subjects
are taught in a lab. The movement from the classroom to the lab is quite often a disruption and
students usually take a while to settle, taking away from valuable interaction time. On a normal
day, one teaching period is thirty-five (35) minutes. Teaching usually takes the form of the
traditional method (chalk & talk) and the occasional lesson enhanced with a projector.
Evaluation usually takes the form of homework, quizzes and test.
Differences between each instructional/work environment
Each environment caters for a different number of learners
Professional development is mandated in one of the environments
Two of the environments (Ruths & Shantels) are normal school environments while the other
(Garths) caters for after school classes
Students in two environments (Ruths and Shantels) are grouped more closely by age/grade than
in the other environment (Garths).
Geographic locations are in slightly different time zones - an hour or two differences either ways.
Similarities between each instructional/work environment

Each work environment is centred around secondary/high school students

Students are divided according to subject area
There is a focus on the Caribbean Examination Council and General Certificate of Education
Various forms of technology are used in each environment
Though not stated explicitly, English Language is a common language in all three environments
Instructional strategies common or different between the environments

direct instructions in a traditional classroom setting is common to all three environments,

occasionally interspersed with discussions, demonstrations and question and answer sessions
learner objectives are driven primarily by an approved curriculum for the CSEC examination

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 9

Instructional materials for each grade or age group are similar and also allows for independent

practice as well as cooperative group work.

Use of technology is similar in all three environments, with online resources such as instructional
games referenced
New combined instructional model

allows for blended learning

caters for a community of secondary school learners
introduces microworlds and hypermedia that support discovery learning
makes use of peer tutoring
allows for best in class video and other artifacts to be posted by community students (publicity

stimulates motivation.)
emphasises social constructivism learners are interested in social media (now part of the
culture in the community)

Illustration of the new model The Success Model

Description of Model
Identify Goal/s was chosen as the first phase for this model because it will allow the
designers to be able to focus on achieving a specific goal.
In the second phase (Examine) the Learners and the Facilitators will be examined to
determine how best the goals identified can be achieved. It will also examine the learners
knowledge gaps, and learning needs as well as the facilitator/instructor experience. The Content
to be covered that is needed to achieve the goal/s will also be examined for feasibility.
Technology is an important part of this model as it encourages blended learning and as a result
the Emphasizing phase is to ensure that special emphasis is placed on technology during the
Examine phase. The second phase can be looked at as a phase within a phase.

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 10

In the third phase (Determine) instructional strategies, approaches, mode of learning

and resources will be identified. Subsequently, a review will be done to ensure that the concepts
identified will meet the goal based on the analysis done in the first phase.
In the fourth phase (Plan & Create) the actual assessment instruments and instructional
materials that are expected to be used to accomplish the goal/s will be created. As in the previous
phase, a review will be done to ensure that the components planned for and created will meet the
goal/s identified according to the specifications of the Determine phase.

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 11

In the fifth phase (Test run & Assess) a small team of persons (preferably persons with
different learning styles) will interact with the materials developed to test whether or not the
goal/s are being met. The assessment will be performed by those that are interacting with the
model with the help of stakeholders.
Justification for the design
Within the Caribbean, teachers, usually heads of departments are required to prepare a
Unit Plan for a particular school year, extents of work that is, work for teachers within their
department for a school term, and additionally, subject teachers are required to prepare lesson
plans for each class. Not always are the strategies and approaches adopted by teachers, justifiable
for the content which they teach. It can be said, that our current methods of delivering instruction
are no longer working. The Caribbean region faces certain challenges that can be well attributed
to our method of teaching. The Success Model is particularly designed to address these
challenges (see Table 1).
Table 1
The Success Models use to conquer challenges faced with teaching in the Caribbean.
Challenges

Digital natives consigned to analog

schools - school is simply boring and

Possible Solution using the Success Model

In the first phase of the model, the

learners will be examined. Our model can

learning has no excitement. Chalk and talk help alleviate this issue, by drawing to the
no longer is able to keep the attention or

attention of the designer the needs of the

focus the concentration of students whose

student and their capabilities.

personal lifestyles are increasingly multisensory, multi-tasking and short attention

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 12

span dynamics.

Our teacher preparation processes have

Again, the first phase of this model can

not kept pace with these challenges and in

identify the capabilities of the

too many countries an insufficient

teachers/facilitators and hereby prompt

proportion of the teaching service is

further action by the schools administration

neither trained nor prepared to successfully to fill the gap.

deliver instruction to the new generation
students in distinctly different conditions
such as we face today. The teaching
service needs to be re-energized.

(table continues)
Challenges
Jamaicas public schools performance in

Possible Solution using the Success Model

By properly fulfilling the requirements

the 2013 CSEC Exams indicate

for all phases, the execution phase can help is

approximately 25% of 72,796 students failed

creating success in CSEC exams by

to pass any subject. (Ministry of Education,

pinpointing the issues related to students

Jamaica, 2013).

failure to retain and apply their knowledge.

In the 2009 CSEC exam, only 21% of the

candidates sitting the examination achieved
acceptable grades in five or more subjects;
52% of them either did not pass any subject
or received. (Jules, 2010)
In addition, the following points seek to concrete the justification for our design:

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 13

Learning goals are similar. They are based on a common curriculum for the Caribbean Secondary
Education Certificate (CSEC) Exams.
Traditional classroom contact hours can be supplemented by transitioning to a blended learning
environment.
Government policy promoting use of technology in schools. Jamaicas government launched a
pilot project to distribute free Tablets in schools with electronic contents (Jamaica Observer,

2014).
St. Vincents Government launched a one laptop per child initiative. (The Official website of
the Government of St. Vincent and the Grenadine, 2014). Consequently, each secondary school
student as well as each teacher now owns a laptop. Additionally, schools and learning community

centres across the island also have access to free WiFi.

In Antigua, the government has been exploring the impact of digital devices in the classroom
(The Official website for the Government of Antigua and Barbuda, 2013). In keeping with
Technology for Education initiative, teachers received laptops in 2012 (The Official website for
the Government of Antigua and Barbuda, 2012) and subsequently in 2013, students received
tablets (The Official website for the Government of Antigua and Barbuda, nove2013).
Instructional strategies that will be afforded in the new model
In this new model the strategies to be used are flexible. However, the following
strategies may be most suitable.

Goal based learning

Problem based learning
Collaborative learning
Demonstrations - best in class examples
Journaling/portfolio development
Web quests
Creating multimedia presentations (students)
Situated learning
Online discussions/blogging

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 14

Discrepancy Analysis difference between the new model and the other individual models
A transition from limited use of technology to integrated use and distance learning.
Loss of individual identity and the instructional models LEARNER, NGAGE and CurricuTech
are now merged to become the Success Model
A wider community of learners from different cultures
IT development costs
Conclusions
Our new Instructional model, the Success Model, is a blended model of face to face
instructions in the traditional classroom and distance learning. It is the result of merging three
separate models that were created for secondary school students in Jamaica, St. Vincent and the
Grenadines, and Antigua. The merged student population of approximately 1,300 can now be
virtually connected using technology. Each school, Emmanuel High School Mesopotamia
(EHSM) in St. Vincent and the Grenadines; The Pares Secondary School in Antigua; and the
Kingston high school small-group- sessions in Jamaica will retain their physical environment.
However they will now re-model their instructional models and strategies in line with the new
Success Model. The common curriculum, exams and language and the similar instructional
methods provided a solid platform for building on the limited use of technology. This has
virtually extended student access to instructions and diversified the instructional strategies
available to teachers. Collaborative learning and discovery learning will be among the added
instructional strategies afforded by the new model. The emphasis of the new model on
integrating the use of technology in the classroom may have implications for retraining of
teachers; however the benefits of the new strategies afforded by the new model will outweigh the
cost, both in terms of improvements in learning outcomes and learner motivation. The
differences in student population sizes and geographic locations will also become less significant
as the expanded community of learners see themselves as a virtual community.

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 15

Reflections on the process

Garth Williams
I have learnt a number of valuable lessons from this project. The first lesson is that
discovery learning and collaborative learning can be more effective than direct instructions and
can be achieved in small groups embedded in a larger group in a distance learning environment. I
have also learnt how to create an instructional model for a particular learning environment, but
recognise that different instructional models can be used in the similar learning environments
with justification, depending on the perspective of the designers who are influenced by different
learning theories. Finally I have learnt that learning from your peers can be quite humbling. I
learnt from my team how to use Skype and Google Docs in order to collaborate in live
discussions and updating the project document online. The support group on WhatsApp which
was created by a member of my team (Shantel) kept me feeling connected to the larger group.
Each member of the team had individual strengths that served the team when it mattered most.
So Ruths creativity was invaluable in bringing Pecha Kucha to life in creating the group
presentation. It was a pleasure working with Ruth and Shantel. I now have friends in St. Vincent
and the grenadines and in Antigua.
Ruth John
Initially, as I read the assignment, it appeared to be quite a daunting task and appeared to
be somewhat like a puzzle. However, as my group members and I progressed, it was interesting
to see how the pieces started to fall into place as each person worked on a particular aspect of the
project, gave comments and made modifications to produce the final project. As I reflect on the
process, I am seeing first-hand the constructivist theory in practice, particularly social
constructivism which stipulates that through social interactions meaning can be constructed. At

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 16

this point I must say what a pleasure it was working with my other two teammates Garth and
Shantel.
More and more, I am seeing that designing instructional models is not a one off task, but
one that requires constant modifications. The Pecha Kucha presentations allowed me to see the
importance of really justifying a model. It is not a matter of just putting several steps together but
it has to fit the purpose for which it was intended. In this case, the model was intended to fit a
blended learning environment and so the team had to modify it to reflect such, integrating more
technological aspects into the design.
I must say that I am looking forward to more opportunities of designing instructional
model and that I am still in search of the elusive perfect design. (I do know it doesnt exist, and
that its just a matter of finding the best suited one and making the necessary adjustments).
Shantel Victor Cole
This project has given me a lot to think about. It was a pleasure working with my team
(Garth and Ruth) and I appreciate their contribution to me understanding the material and putting
things into perspective. I must say that I was a bit sceptical when I first read the project
guidelines, as to whether I can contribute to the project or not. In collaborating with Garth and
Ruth, it helped me to realize that it was just a matter of putting our thoughts and ideas together to
create something unique. In doing so I was able to get a better understanding of what learning
theories are about and how they pertain to creating an instructional model and instruction on a
whole. I appreciated seeing the constructivist theory at work and its resulting effect on
motivation.
We were told that we sounded defeated after our presentation. The truth is I did feel
defeated but not defeated to give up. I used the criticism positively and tried to better understand

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 17

where we went wrong and to suggest and make the necessary modifications to our model. My
intention was to have a working model and not just a model that was developed for this project.
Overall, my participation in this project was beneficial and I can say that I enjoyed it.

CREATING AN INSTRUCTIONAL DESIGN MODEL FOR MERGED ENVIRONMENTS 18

References
Jamaica Observer. (2014). Govt spends J$114m on content for Tablets in Schools.
Retrieved on 19/4/2015 from http://www.jamaicaobserver.com/news/Govt-spends-J114m-on-content-for-Tablets-in-Schools
Jules, D. (2010). Rethinking Education in the Caribbean | Caribbean Examinations
Council. Retrieved April 22, 2015, from https://www.cxc.org/?q=node/7174
Ministry of Education, Jamaica. (2013). Caribbean Secondary Education Certificate (CSEC)
Examination 2013 analysis of the public schools performance. Retrieved on 19/4/2015
from http://www.moe.gov.jm/sites/default/files/2013%20CSEC%20Report_0.pdf
Official website for the Government of Antigua and Barbuda. (2012). Five hundred teachers
receive laptops. Retrieved April 24, 2015, from http://www.ab.gov.ag/article_details.php?
id=4563&category=38
Official website for the Government of Antigua and Barbuda. (2013). Thousands of tablets
distributed to secondary school students. Retrieved April 24, 2015, from
http://www.ab.gov.ag/article_details.php?id=2589&category=38
The Official website of the Government of St. Vincent and the Grenadines. (2014). The Ministry
of Education is continuing with the distribution of laptop computers to students.
Retrieved April 24, 2015, from
http://www.gov.vc/index.php?option=com_content&view=article&id=1291:the-ministryof-education-is-continuing-with-the-distribution-of-laptop-computers-tostudents&catid=43:government-news&Itemid=159