EDID 6503: Instructional Design Theories, Models & Strategies

FINAL PROJECT: INSTRUCTIONAL DESIGN MODELS

by
Les Savants
Farley Joseph
Rhonda Grant
Sasha Goodridge
Kristle Gangadeen

A Paper Presented in Partial Fulfillment

Of the Requirements of
EDID 6503 Instructional Design Theories, Models & Strategies
Trimester I, 2014-2015

Email:

farley.joseph@my.open.uwi.edu
rhonda.grant@my.open.uwi.edu
sasha.goodridge3@my.open.uwi.edu
kristle.gangadeen@my.open.uwi.edu

University:

University of the West Indies Open Campus

eTutor:

Dr. Laura Gray

Course Coordinator

Dr. Camille Dickson-Deane

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TABLE OF CONTENTS
ABSTRACT
Instructional Environment
1.1 Description of Farley Josephs Instructional Environment
Learning Environment of a Vocational Training School
The ADD-9 Model for Designing and Delivering the Sound Engineering
Curriculum
1.2 Description of Rhonda Grants Instructional Environment
Learning environment of the Ministry of Labour
GRANTS HYBRID MODEL FOR PUBLIC SECTOR WORKERS
1.3 Description of Sasha Goodridges Instructional Environment
Learning Environment of a Secondary School
THE ASIC-DIR MODEL
1.4 Description of Kristle Gangadeens Instructional Environment
Learning environment
THE BOOST MODEL
Understanding the Boost Model
1.5 Similarities between the Instructional Environments
Universal Similarities
Partial Similarities
1.6 Differences between the Instructional Environments
1.7 Similarities and Differences among the Instructional Strategies Used in Each
Environment
Table 1: Instructional Strategies Used in the Instructional Environments
New Combined Instructional Environment
2.1 Description of the New Model
THE VAMP MODEL OF MOTIVATION
2.2 Justification for the Design of the VAMP Model
2.3 Recommended Instructional Strategies
Strategies to Motivate Learning and Performance
Learning Tools
2.3 Discrepancy Analysis
2.3.1 Difference between VAMP Model and Farley Josephs ADD-9 Model
2.3.1 Difference between VAMP Model and Rhonda Grants Hybrid Model for Public
Sector Workers
2.3.1 Difference between VAMP Model and Sasha Goodridges ASIC-DIR Model
2.3.1 Difference between VAMP Model and Kristle Gangadeens Boost Model
3. Conclusions
4. Reflections
4.1 Farley Josephs Reflections
4.2 Rhonda Grants Reflections
4.3 Sasha Goodridges Reflections
4.4 Kristle Gangadeens Reflections

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5.0 References

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ABSTRACT
This paper seeks to document the final project of Les Savants: the creation of the VAMP
Model. It begins with a description of the individual instructional environment of each group
member before progressing to a discussion of the similarities and differences inherent in each.
The new VAMP model is then described and justified prior to the conduct of a discrepancy
analysis that contrasts it with each team members individual model. The paper concludes with
the personal reflections of team members on their personal experience and opinions on the
project.

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1. Instructional Environment
1.1 Description of Farley Josephs Instructional Environment
Learning Environment of a Vocational Training School
In the Caribbean vocational training is becoming increasingly important. Regional
governments have recognised this fact and are now moving towards standardisation of training
delivery, assessment and integration of vocational qualifications with the creation of the
Caribbean Vocational Qualification (CVQ). One field of significant importance in the vocational
realm is that of Live Sound Engineering. This involves the reinforcement and amplification of
audio and is closely related to the creative industry, specifically the music industry and
broadcast audio sectors. As a tutor responsible for the design and delivery of Sound
Engineering training sessions employed with one of the largest providers of vocational training
in Trinidad and Tobago, the researcher has chosen to focus mainly on this sector. The Sound
Engineering programme is focused on providing training to unemployed and underemployed
youth between the ages of 15- 35 years in Trinidad and Tobago. Learners typically come from a
multitude of backgrounds but many trainees are disadvantaged and may have ended their
secondary school life prematurely. The programme aims to provide transferable and marketable
skills for trainees through which they can obtain employment or venture into entrepreneurship.

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The ADD-9 Model for Designing and Delivering the Sound Engineering Curriculum

The instructional model that has been created is known as the ADD- 9 Model. It involves
the combination of both the first three elements of the ADDIE Model (ADD) outlined above as
well as Gagne's Nine Events of Instruction. As seen in the following diagram, the ADDIE Model
serves as the foundation, which consists of the design of the actual Sound Engineering
curriculum. Building on this foundation, the tutor is then able to deliver the instruction by closely
following Gagne's Nine Events which leads to the attainment of the learning outcomes.

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1.2 Description of Rhonda Grants Instructional Environment

Learning environment of the Ministry of Labour
The Labour and Employment Relations Unit of the Ministry of Labour exists to: advise
employers and employees who may have queries about the interpretation of the Labour Laws of
Antigua and Barbuda; mediate industrial disputes; certify trade unions and; draft and certify
collective agreements. The unit co-functions with four other units namely: Work Permit,
Inspectorate, Free Movement and the Statistics Unit. Ten employees with different levels of
seniority, experience and educational qualifications are employed in the department. The staff
complement includes the Acting Labour Commissioner, the Deputy Labour Commissioner, four
senior officers and four junior officers. The Acting Labour Commissioner manages the Unit.
For the past few years, the Labour Department has been the subject of much public
scrutiny. In a Caribarena.com article entitled Labour Department gets Failing Grade dated
Monday, July 23, 2012, three prominent Labour Specialists cited the following problems at the
Labour Department: its recruitment process is poor, its operational procedures are poor, the
staff lacks experience, the Unit suffers from a brain drain, the leadership is not adroit and the
staff is demotivated. In another Caribarena.com article entitled, Union Boss Frustrated by the
Mediation Process dated Monday, September 17, 2012, the president of the Antigua and
Barbuda Workers Union complained about the inefficiencies of the Departments mediation
process.
In consideration of the aforementioned, the Unit is in need of an effective instructional
strategy to improve on efficiencies; as well as avert further criticisms from the its stakeholders.

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GRANTS HYBRID MODEL FOR PUBLIC SECTOR WORKERS

Step 1: Identify organizational goals and objectives:

Step 2: Communicate instructional intentions to the staff
Step 3: Evaluate the Units Human capital
Step 4: Appropriately train current members of staff (Appropriately orientate new members of
staff)
Step 5: Evaluate the Units application and integration of knowledge into their environment
Step 6: Reinforce desired behavior or transfer staff to other departments

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1.3 Description of Sasha Goodridges Instructional Environment

Learning Environment of a Secondary School
The curriculum is divided into seven subject areas. These are languages, science,
humanities, home economics, business studies and physical education.
The school learning environment is very disciplined. The school focuses on Caribbean
Advanced proficiency Examinations (CAPE) and Caribbean Examination Council (CXC) exams
as well as Caribbean Certificate of Secondary Level Competence (CCSLC). The teachers at
the school offer face to face instruction five days a week. Many of them desire to see the
success of students and go the extra mile to ensure their success. Pastoral care is of
importance at the school and priority is placed upon it. They believe, to ensure success of the
students, the body, mind and spirit must be catered to (School, 2012).
The teachers as instructors outline the purpose of the instruction, breaking units into
lessons and learning activities. The teachers however do not write objectives for every lesson.
The majority of the teachers determine the needs of the students as well as what motivates
them. The assessment of the students occurs in the form of observations and tests.
The teachers at the school, however, do not have a uniformed or systematic approach to
preparing and implementing instruction and are faced with resource issues. In addition, teachers
in discussions with each other often speak of students lack of knowledge on the subject matter.

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THE ASIC-DIR MODEL

1.4 Description of Kristle Gangadeens Instructional Environment

Learning environment
Kristle Gangadeen works with secondary school students on a one-to-one basis,
teaching remedial Principles of Business in preparation for their Caribbean Secondary
Education Certificate (CSEC) examinations by the Caribbean Examinations Council (CXC).
Currently, she tutors one student, whom she sees each week for two hours at an after-school
centre. Their sessions run from 3pm to 5pm each Monday.
Typically, Kristle prepares for her student, CCs class with a review of the material that
has to be covered, ensuring that she is fully apprised of the content, thinking about examples
that she could relate to and deciding on past paper questions relevant to the topic on hand. CC
and Kristle spend their time together reviewing the material from the past week, discussing the
myriad reasons why CC was unable to complete her assignments (most weeks!), introducing
and discussing the new material and then applying the newfound knowledge to practice
questions. CC is also given practical projects to work on, in order to enhance her practical
knowledge and experience of the field. It is important to note that CC is not excited about the

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subject area, so motivation is a challenge coupled with the fact that her session is held after a
seven-hour stint at school.
With respect to the physical environment and the tools used, the lesson is carried out in
a clean, quiet and comfortable environment, which is conducive to learning. CC and Kristle sit
side by side during lessons. Kristle occasionally utilises a whiteboard for the purpose of
illustrating diagrams and examples to reinforce her lessons.
The instructional strategies utilised in the class sessions include:

Tutorials The sessions are adapted specifically to the student, CC, with
greater emphasis on the topics with which she requires help.

Expository Present the content verbally and visually to CC.

Examples/illustrations Real life examples/non examples are used to help

illustrate concepts.

Discussion Discussion is used to elaborate on content and to get CC to think

more deeply and critically about the content and its application to business.

Discovery based learning CC is assigned tasks to research her familys

business to make connections between the content in class and what actually
happens in the world of business and to deepen and broaden her understanding.

Feedback The student is provided with feedback following practice questions

or during discussion on topics.

Formative assessments Practice questions are used to help ensure that CC

understands the content.

Summative assessments Past paper questions are used at the end of each
unit to ensure that CC becomes familiar with CXC styled questions and to test
her knowledge and application of the Units content.

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Kristle went on to develop the BOOST model of motivation for her one-to-one tutoring
environment. The model is based on Gagnes Nine Events of Instruction and Kellers ARCS
Motivational Model. The BOOST model is an instructional and motivation model, designed
especially for one-to-one environments that require extra learner motivation.
THE BOOST MODEL

Understanding the Boost Model

The stages of the Boost Model are explained below:
1. Boost Attention. This first step is similar to Gagns first event as it places emphasis on
gaining the students attention. The focus in this stage is to capture the students interest and
stimulate her inquiry (Keller, 2000).
2. The second step in the model remains as informing the learner of learning objectives.
3. Boost Relevance. At this point the tutor communicates to the student how this subject is
relevant to her, addressing relevance today and in the future, as applicable (Keller, 2000).

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4. The fourth step in the model is to stimulate recall of prior knowledge in order to better
facilitate the acquisition of the new concepts to be taught (Mayer, 1992).
5. Boost Confidence. This step occurs right after student successfully recalls prior knowledge
of the topic and is able to build foundation blocks for new topic. The aim of this step is to support
and enhance the students belief in her ability to succeed as the course moves on to another
topic (Keller, 2000).
6. Drawing again from Gagns model, the sixth step is to present the stimulus/ new content to
the student.
7. The seventh step follows Gagns model to provide learner guidance by using techniques to
elaborate on the topic to improve understanding.
8. The eighth step is to elicit performance, just as described in Gagns model. During this
step, the student has an opportunity to demonstrate what she has learned through practice
questions using explanations and examples.
9. Boost Confidence. The ninth step is to continue to boost the students confidence as she
works through the material and deepens her understanding of it (Keller, 2000).
10. After boosting her confidence, the tenth step is to assess the student on the work completed
via a summative assessment.
11. Boost satisfaction. This step is a hybrid of feedback from summative assessment in the
previous step, rewards and Gagns enhancement of retention and transfer (Gagn, 1986). The
goal in this stage is to provide feedback on assessment and help the student find opportunities
to use her skill following successful assessment (Keller, 2000).
On completion of the steps in the Boost Model, the learner should have mastered the
content and understood its relevance. Mastering the content confidently and seeing its
relevance and application to her life should boost the students motivation to learn and her
enjoyment of the subject matter.

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1.5 Similarities between the Instructional Environments

There are a few universal similarities among the instructional environments along with
some partial similarities, evident only among three or less environments. As expected, there
were also several differences among the environments. These are all described below.
Universal Similarities
All of the instructional environments use face-to-face, direct instruction.
The actions of all organisations represented stem from a goal they want to accomplish.
All instructional environments place emphasis on learning.
All instructional environments face issues with learner motivation.
Partial Similarities

Farley, Kristle and Sashas instructional environments operate within a formal education
environment

Rhonda and Kristles instructional environments focus on motivating students.

Farley, Kristle and Sashas environments are very learner focused.

Farley and Rhondas instructional environments include adult learners.

Kristle, Sasha and Farleys environments include teenaged learners.

Farley and Sasha employ a one-to-many teacher/student ratio in their instructional

environments.

A formal, planned approach is taken to instruction in Sasha, Kristle and Farleys

instructional environments while an informal approach is used in Rhondas instructional
environment.

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1.6 Differences between the Instructional Environments

Farleys instructional environment is the only one that includes a mix of adults
and teenagers in the same class. Rhondas has only adults, while Kristle and
Sashas have only teenage learners.

Kristles instructional environment is the only learning environment with a one-toone student/teacher ratio.

Rhondas environment is the only one that is not a formal educational institution.

Farleys instructional environment seems to be more constructive. This is

evident in the use of simulations; this affords learners the ability to construct their
own learning environments. Farley also made reference to developing cognitive
skills in teaching.

Sasha and Kristles instructional environments seem to be predominantly based

on cognitive theories while Rhondas instructional environment does not manifest
the use of a specific learning theory for instruction.

Sasha and Rhonda implied that the probability of learning outcomes being
achieved is directly impacted by the approach to instruction that is taken. Sasha
spoke about her colleagues chatter on the effectiveness of their teaching and
Rhonda spoke of an instructional force that could do with much needed
improvement through effective instruction.

1.7 Similarities and Differences among the Instructional Strategies Used in

Each Environment
The table below illustrates the instructional strategies used in the instructional
environments.

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Table 1: Instructional Strategies Used in the Instructional Environments

INSTRUCTIONAL
STRATEGIES

SASHA

FARLEY

RHONDA

KRISTLE

Face to face

Repetition

Group instructional/ small

groups

Discussion/ Questions

Brainstorming

Guided practice

Reflection

x
z

Demonstration
Small units

x
x

Feedback

Independent practice

Formative Assessment

Summative Assessment

Simulation

Tutorial
Expository teaching

x
x

Examples/Illustrations

Discovery based learning

As can be seen in the table above:

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All instructional environments use face-to-face instruction and provide feedback to

learners. Sasha, Farley and Kristle use expository teaching, based on small units, and
employ both formative and summative assessments.

Sasha, Rhonda and Kristle employ the use of discussion and guided practice in their
learning environments.

Sasha and Farley both use group instructional as an instructional strategy in their
environments, while feedback and individual practice are prominent instructional
strategies used by Rhonda and Kristle.

Sashas instructional environment is the only one that uses repetition, reflection and
brainstorming. Demonstration is used in Farley and Rhondas environment and
simulations while used only in Farleys instructional environment.

Kristles is the only instructional environment that employs tutorials, examples/

illustrations and discovery based learning.

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2. New Combined Instructional Environment

The Eastern and Southern Caribbean Centre of Excellence was created in 2015 to teach
and train a diverse group of learners. The CARICOM funded initiative runs classes for students
taking CAPE and CSEC examinations at different periods between 8 am and 4 pm; technical
and vocational courses (like musical engineering) between 4 pm and 6 pm and specially
requested training sessions for civil servants from 6 pm to 8 pm. All rooms are computerized
and Internet access is readily available.

It has been hinted that some learners come from inefficient work environments and as a
result have lost motivation to perform. Some tutors are also concerned about that the learners
have not fully grasped their course content in their previous schools and as result, do not
perform at optimal levels.

For this upcoming year, the Centre has hired four instructional designers with prior
experience in secondary education, marketing (business) consultancy, music education and
industrial relations; all four have created their own instructional models. They are well aware of
the diversity of instruction that the centre offers and are committed to drafting a model that is
suited to the different groups that will maximize efficiency and effectiveness among its learners.

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2.1 Description of the New Model

THE VAMP MODEL OF MOTIVATION

The four designers were instructed to merge their four individual models. This merger
birthed the VAMP Model -Vision Accelerates Motivation and Performance. The VAMP model
seeks to improve motivation and performance by creating a vision. The model is linear and is
composed of the contributions from the ADD-9 model, ASIC-DIR, BOOST and GRANT'S
HYBRID MODEL FOR PUBLIC SECTOR WORKERS. Those individual models were
influenced by: Gagne's Nine Events of Instruction, and the ARCS model of Motivation, the

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Backward Model as well as the classroom oriented models of Reiser and Dick, Gerlach and Ely
and the ADDIE model.

The VAMP model is divided into three (3) core components. These components are:
Vision (which accelerates), Motivation and Performance.

VISION
In the first component, learners should construct their vision for the course. Vision

guides the process of instruction and is used to motivate learners and focuses their attention on
their goals, whether academic or vocational. Furthermore, the instructional designers believe
that a clear vision shapes the thoughts, attitudes and beliefs of learners and, in so doing,
influences their behaviour (Lunenburg, 2011). This stage has two components: stating the
instructional objectives and goals of the lesson and the learners establishing their own learning
goals, thereby formulating their own purpose for learning (Reigeluth & Carr-Chellman, 2009).
Relevance is facilitated when the facilitator helps the learners to make the link between the
instructional goals and the learner's personal goals.

MOTIVATION
The second component seeks to accelerate motivation among the learners. It is at this

point that facilitators must create a learning environment that thrives on real world problem
based and case-based learning environment. Additionally, the Centres learning environments
will focus on knowledge construction. The learning environment will also utilize the collaborative
construction of knowledge through social negotiation/groups and reflection (Murphy, 1997;
Reigeluth & Carr-Chellman, 2009) as well as employ relevant learning strategies such as
collaborative group work, and the use of technology in the accomplishment of in class activities.

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Instruction as part of this learning environment is to progressively raise the learners
level of thinking and to develop their problem solving and higher order thinking skills. The
instruction is geared at fostering deep learning of the subject matter (Murphy, 1997).
Feedback is information about how we are doing in our efforts to reach a goal (Wiggins,
2012). Feedback can improve a students self-confidence, self-awareness and enthusiasm for
learning (Bellon, Bellon & Blank, 1991) and is an important component of motivation.
Reflection is the active process of reviewing, analysing and evaluating experiences in order to
inform action. It can be used to stimulate personal and professional development. David Kolbs
in his model of the Learning cycle noted that observation and reflection are important
components of learning and improved performance (Kolb, 1984). Reflections means applying
what was learnt to contexts beyond the original situation in which the information was learnt and
links current experiences to previous learning (Costa & Kallick, 2008). These two components,
feedback and reflection assists in motivating students to succeed.

This stage requires the following:

1. Create and facilitate a learning environment that encourages student ownership and
active involvement in learning through collaboration.
2. Activate students' prior knowledge
3. Introduce new stimulus with engaging material
4. Choose effective, collaborative learning strategies to facilitate students' acquisition of
new stimulus.
5. Boost confidence through coaching and scaffolding
6. Provide prompt feedback
7. Reinforce performance through praise and rewards
8. Encourage reflection.

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PERFORMANCE

Achievement of learning goals is determined and enhanced when summative and formative
evaluation occurs. For evaluation to be effective, it must be closely linked to the instructional
objectives, be authentic and interwoven into the teaching (Murphy, 1997).

2.2 Justification for the Design of the VAMP Model

A common goal of the groups individual models, whether implied or explicitly stated,
was to improve performance among learners. By observing their individual models, it was clear
that their respective learners were demotivated. Based on the writers individual submissions,
this demotivation may have been caused by: a lack of interest in the subject or field, the
absence of a systematic approach to instruction and ignorance of instructional designs best
practices by teachers and administrators. After merging their individual environments and
giving careful considerations to the above stated problems, Les Savants opined a three
component model:
VISION MOTIVATION PERFORMANCE
In an effort to realize their goals, the team determined that the models first step should
help learners to create a vision: a reason to pursue their courses, whether academic or
vocational. This is rooted in goal setting theory. Hsu and Moore (2010) note that Goal-based
Scenarios (GBS) is a learn-by-doing simulation approach that encourages learners to
pursue goals using assistance and guidance provided by the interactive system. It is the
groups belief that in creating a vision, that learners will develop a sense of purpose and by
extension, an interest in their courses.
Margaret E. Spears-King (2007) stated that a well-designed learning center allows
learners to: be more actively engaged in learning, practice new skills, increase proficiency in

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skills acquired, and apply knowledge and skills to new scenarios or situations. To achieve this,
the writers intend to shift from an informal teacher centered approach to systematic learner
centered practices by developing constructivist learning environments with behaviorist and
cognitivist principles that are relevantly applied. Reigeluth and Carr-Chellman (2009) articulate
that it is not for an instructional designer to choose one learning theory; instead, facilitators must
customize their approach to the affected learning environments. With this development of a
systematic approach, based on researched and proven theories, Les Savants anticipates an
improvement in their learners learning experience.
The final stage gauges the performance achieved by the learners. Jonassen (1999)
stated that constructive learning environments must allow the learner to articulate and reflect on
their performance as these strategies are essential for learning. Furthermore, evaluations give
the facilitator an opportunity to assess the progress of each course. Thereafter, they may
maintain effective practices while reforming poor learning strategies.
The VAMP model has been drafted with Merrills First Principles of Instruction as a
guide. Merrill (2009) stated that his principles of Activation, Demonstration, Application and
Integration are necessary for drafting effective and efficient instruction within a task centered
environment.

2.3 Recommended Instructional Strategies

The underlying principle of the instructional strategies employed by the VAMP Model is
motivation. The strategies are not based on one theoretical perspective but include a relevant
blend of appropriate instructional strategies based on the principles of radical behaviourism,
constructivism and cognitivism and supported by evidence-based research.

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Strategies to Motivate Learning and Performance

Most of the instructional strategies used would position the instructor as a facilitator or
coach to the student groups. Instructors would scaffold their assistance as students proficiency
levels increase over time.

Direct instruction - This would be used to a limited extent to introduce new topics.

Modelling - use modeling to inspire students and help them to see the value and
relevance of the course of study.

Group work Team work is commonplace in this work environment. Students are
allowed to understand the importance of group dynamics and cooperation, while helping
them to produce better work as they synergize.

Problem based learning Use of open-ended problems that serve as the initial
stimulus and framework for learning

Role plays These can be used to illustrate ideas and skills in the contexts that they
are commonly used.

Discussions Used to elaborate on content and help students to develop their critical
thinking and higher order level skills

Simulations - Use of systems and environments that model real-world situations and
help learners to explore operating in a particular environment.

Formative assessments These are ongoing and designed to ensure that students are
learning and progressing.

Summative assessments These would be used to help ensure that students are
prepared for their final board exams after units of study are completed.

Feedback Students are given helpful tips and feedback on their performance

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Reflection Reflective activities such as journals and portfolios would be used to

integrate learning and keep motivation levels up. Particularly for group work, it would
demonstrate students individual learning outcomes.

Rewards Rewards (primarily praise and privileges) would be used to acknowledge

students efforts, encourage and motivate them.

Learning Tools
The new learning environment affords the use of technology, which has become
ubiquitous in todays world. In addition to teaching course-relevant content, this strategy would
allow students to learn technology related skills that are essential for their effective performance
as productive contributors to their society. Although much of the instruction would be face to
face, as far as possible instructors are encouraged to use technology within their lessons
including:

Internet

Websites

Videos

Microsoft Office Suite

Social media

2.3 Discrepancy Analysis

2.3.1 Difference between VAMP Model and Farley Josephs ADD-9 Model
The initial ADD-9 model focused mainly on the design and delivery of instruction by
combining elements of the ADDIE Model and Gagne's 9 Events of Instruction. In comparing this
model with the VAMP model it is evident that while the VAMP model also addresses the design
and delivery of instruction, it includes the element of Motivation. In addition to this, learning

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objectives are fundamentally developed by the instructor in the ADD-9 Model as opposed to
them being contributed to by the learner in the VAMP model.

2.3.1 Difference between VAMP Model and Rhonda Grants Hybrid Model for Public
Sector Workers
The VAMP model includes a component that addresses motivation among its learners
whereas the Grants Hybrid Model does not explicitly address motivation. In addition to this, the
VAMP model allows learners to construct their own goals while Grants Hybrid Model informs
learners of their desired instructional objectives.
In like manner, the VAMP model is more constructive. In other words, learners are more
engaged in the learning process, resulting in a learner centered environment; while the Grants
Hybrid Model for Public Sector Workers seems to be more teacher centered. Based on the
visual representations of both models, the VAMP model is linear while the Grants Hybrid Model
for Public Sector Workers is circular, indicating continuity in the learner process.
Finally, in terms of the number of steps, the VAMP model comprises three components;
while the Grants Hybrid Model for Public Sector Workers is lengthier with six steps.

2.3.1 Difference between VAMP Model and Sasha Goodridges ASIC-DIR Model
Among the differences between the ASIC-DIR Model is the fact that the ASIC-DIR is a
classroom oriented model while the VAMP model is a process oriented model. Additionally, the
VAMP model is a motivational model seeking to improve performance of the learner while the
ASIC-DIR model is focused on the delivery of classroom instruction to improve prior knowledge.
The ASIC-DIR model begins with the assessment of prior knowledge (i.e. entry knowledge,

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skills and behaviour) while the VAMP model begins with vision casting, i.e. identifying learning
goals and objectives as well as linking the learners learning goals to the instructional objectives.
The end product of VAMP is improved performance, whereas the ASIC-DIR model
seeks to revise instruction. It also considers the resources of the organization but the VAMP
model does not. The VAMP model does not consider the specification and sequence of content
from the syllabus since it is not classroom oriented, but the ASIC-DIR model does.

2.3.1 Difference between VAMP Model and Kristle Gangadeens Boost Model
The VAMP model, like the BOOST model, places emphasis on motivating the learner.
While the BOOST model is characterized by the learner being told what the learning objectives
are, the VAMP model affords the learner an opportunity to select a goal as a means of
accelerating motivation. For example, a student may create a goal of getting an A. Another
difference between both models is that the VAMP is less complex than the BOOST, in that the
model identifies 3 main components: vision motivation performance whereas the BOOST
contains 11 specified stages.

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3. Conclusions
The team Les Savants was given the task to create a model from four previous models
and four previous work environments. The task included the creation of a new learning
environment as well as a combined model that included elements of the BOOST model, the
ADD-9 model, The Grant's Hybrid Model for Public Sector Workers and the ASIC-DIR model
that is relevant to the new environment created called The Eastern and Southern Caribbean
Centre of Excellence.
To accomplish this task, the group examined the similarities and differences in the
learning environment. The common element of motivation was discerned and this was the
common element used to design the model. The model was called the VAMP (Vision
Accelerates Motivation and Performance) model of motivation with the thesis that vision
accelerates motivation leading to improved performance.
This model is a new model of motivation that can be applied to diverse learning or work
environments in schools and organizations; which improves motivation and enhances
performance among learners.

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4. Reflections
4.1 Farley Josephs Reflections
The concept of developing instructional models was of great concern since the models
discussed in the course text always seemed very intimidating and as though decades of work
went into creating them. In addition to this challenge, this project proved to be a very
demanding one that required a great degree of planning, organization and most of all teamwork.
Congratulations must be extended to all teammates who worked arduously in drafting our
successful VAMP model. Each team member was actively involved in the development process;
Sasha was responsible for creating the initial schedule of meetings and leading some
discussions for our final project, while Rhonda made major contributions to the creation of the
preliminary VAMP model. Kristle's keen eye for detail and her coherent contributions had a
major impact on revising the model into a dynamic one.
The final project permitted the development of skills in the integration of work
environments and the creation of new models. I welcomed this opportunity as it allowed original
thought and innovation- which provided the forum to make the content more applicable to
everyday instructional delivery and the improvement of personal practice. I considered it a
privilege to be a part of a course that is heavily rooted in distance learning, in an area that has
been of interest to me for years and in the company of great teammates. I look forward to
continued study and practice in this field.

4.2 Rhonda Grants Reflections

Our group began by uploading our individual learning environments onto a Google Doc;
to me that was the easiest part of this exercise. The most difficult phase came when we had to
merge our learning environments. This was particularly difficult because our vocations were
extremely different: Farley is a musician and educator, Sasha is a secondary school teacher,

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Kristle is a marketing consultant and business tutor and I am a Mediator in the field of Industrial
Relations. I can recall that our group spent many hours in an attempt to draft a common
environment and model. Eventually, we found common ground: our learners lacked motivation.
From this experience, I have learned to look for mutual interests when I am faced with preparing
a model for a diverse learner base.
We came up with the VAMP (Vision Accelerates Motivation and Performance) model
and our group went on to preparing our Pecha Kucha presentation. I believe that our
presentation was aptly prepared; we even received a compliment from one of our classmates
concerning our presentations clarity. Our Course Cooordinator and Course Facilitator critiqued
our presentation; subsequently, we met and revised our model accordingly.
As noted in our mid progress report, our main issue was time management; agreeing on
a meeting time that was suitable for all members. At different periods, it did prove to be
frustrating when we tried to find a consensus on the meeting times. However, this was a minor
issue as we found time to chat (via Skype) and all our deadlines were met.
It wasnt all work and no play for us; we found time to talk about life. I found it quite
enriching when our team conversed about current affairs and work experiences. From our
chats, I learned that some issues that affect, say, youth in Antigua are the same issues that
affect youth in Barbados and Trinidad.
Overall, this has been another enriching experience for me.

4.3 Sasha Goodridges Reflections

Group work
My experience with the group Les Savants was very enjoyable. I believe the group
meshed and worked well together. I was amazed that we were able to formulate within a week
a new model from four previous models to fit a new environment. We are definitely on our way

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to becoming instructional designers. I think the assignment gave us a taste of what it would be
like to work as an instructional designer. It was like a simulation. Or was the whole class
designed like a micro world?
In the early stages of the design of the model, I felt in myself that we should have given
ourselves more time to work on the model. I held this notion because, trying to merge the three
different and diverse environments proved to be difficult. Two environments are involved in
public education; one is a one on one tutoring environment and the other, a labour department.
Three catered to teenagers and or young adults and one catered to adults. I never voice my
thoughts because I did not want to discourage the group. I was glad that I did not say anything;
due to the knowledge, understanding and willingness to respect and work with each other's
views, personalities, opinions and wishes/requests, we were able to accomplish the goal at
hand. We found a common theme between the environments, developed a new environment,
designed the model and identified the models key concepts. As a team we were able to build
on the ideas of each group member and edited our contributions to make our model an even
more viable idea. It was fantastic to watch and be a part of this effort. No idea was too foolish
or simple, and the ideas were received with grace. That, as I reflect, is beautiful and rare in my
experiences.
I really enjoyed working with Rhonda, Farley and Kristle. Not only working with them to
complete the assignment but getting to know them as individuals. I found that we have mini
superstars and very talented people in the group: a musician, a singer and a broadcaster.
In the course material you read about constructivists highlighting the benefits of
collaborative groups and how these groups assist in developing social skills; but not much is
emphasized about the satisfaction that you are left with after working with others to complete a
task. The feeling of accomplishment, the feeling of you contributing with others to achieve a
goal... That is a beautiful thing!

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The Presentation
In preparation for the Pecha Kucha presentation, we spent time rehearsing dry runs. I
think these rehearsals helped in the preparation for the presentation, since for me, I had to
reread over the information for the model to make sure I truly understood it.
I think the hardest part of the presentation or should I say the portion of it that I was most
apprehensive about was the question and answer section. In truth and in fact, you do not know
what to expect from your facilitators and colleagues; or if your tutors would come with some
hard questions. However, it was, not as bad as I would have previously expected.
Dr. Grays statement that our model is similar to the ARCS model surprised me. Firstly,
The ARCS model has four components, our model is a three component model. It is even
written in a slogan Vision Accelerates Motivation that leads to Performance. ARCS speak of
Attention, Relevance, Confidence and Satisfaction. The VAMP model merges the first three
components of the model into one step and that is Vision, where we link the learning goals with
learners own goals creating relevance which starts the motivation process. We then added two
more steps, Motivation which focuses on learning strategies and the learning environment,
these two aspects we believe, provides the ingredients that motivate students towards the last
step performance. I believe that we created a new model that was creative, simple and
different from the ARCS model.
Out of this experience, my love for and appreciation for the field is growing. In my mind,
working as an instructional designer is doable. My confidence is beginning to grow. I hope the
future courses reaffirm that confidence.

4.4 Kristle Gangadeens Reflections

This assignment was a unique experience as there was an added element of group
dynamics to work with. Despite many time/ availability challenges, we eventually hit the ground

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running. As can be seen in the assignment itself, the four work environments were different,
although three were primarily educational in nature. Still, by going beyond the faade we were
able to find important similarities between the environments in addition to not so obvious
differences.
Due to the major differences among our environments, particularly the fact that
Rhondas environment was not primarily an instructional environment, combining our
environments and deciding on a new instructional model proved to be of our greatest challenge.
We spent a few nights on developing a new instructional model that would work. The glue that
held the environments together however, was the desperate need to motivate students. Alas,
after much constructing, trying and discarding potential models, we developed the VAMP model
that fulfilled the needs of our new instructional environment. In fact, we believed that the VAMP
model could be adopted for use in other instructional environments that have issues with learner
motivation and performance.
When it came to selecting instructional strategies for our combined environment, we did
not lean towards one particular theoretical perspective but objectively looked at different
strategies that would be key to achieving our objective of motivating students to learn and
perform well.
I am happy that we got an opportunity to present our model to the class before
submitting the written paper. The feedback we received proved invaluable in helping us to
strengthen our model. Dr. Grey voiced her concern that the model was similar to Kellers ARCS
model but I believe that we were able to defend our position well. While ARCS was given
consideration in the development of our model, we took great pains to create something that is
original and could stand on its own. We believe we have.
As is the case with many teams, there were periods of storming as divergent views
emerged, and compromises had to be made. As a firm believer in the power of synergy and

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teamwork however, I am happy to report that the team persevered to the end and we are
pleased with the paper presented.

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5.0 References
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Development and Renewal Process. Facsimile Edition. N.Y: Prentice Hall.
Costa, L., & Kallice, B. (2008). Learning and Leading with Habits of Mind:16 Essential
Characteristics for Success. VA: Association for Supervision and Curriculum
Development (ASCD).
Gagn, R. (1985). The Conditions of Learning and the Theory of Instruction (4th ed.). New
York: Holt, Rinehart, and Winston.
Hsu, C. & Moore, R. (2010). An Example Implementation of Schanks Goal-Based Scenarios.
Tech Trends, (Jan/Feb 2010): 58-61. Retrieved April 16, 2015 from
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:xri/sid:primo&accountid=42537.
Jonassen, D. (1999). Designing Constructivist Learning Environments. Retrieved April 16, 2015
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Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructionaldesign theories and models: An overview of their current status. Hillsdale, NJ: Lawrence
Erlbaum Associates.
King-Sears, M. (2007). Designing and Delivering Learner Center Instruction. Retrieved April
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Kolb, D. (1984). Experiential learning: Experiences as the Source of Learning and Development.
New Jersey: Prentice Hall.
Merrill, D. (2009). First Principles of Instruction. Retrieved April 25, 2015 from
http://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf.

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Lunenburg, F. (2011). Goal-Setting Theory of Motivation. International Journal of Management,
Business, and Administration , 1-6.
Reigeluth, C. &.-C. (2009). Instructional-Design Theories and Models Building a Common
Knowledge Base:Volume III. N.Y: Routledge.
Wiggins, G. (2012). Seven Keys to Effective Feedback. ASCD, Volume 70, pp.10-16. Retrieved
April 16, 2015 from http://www.ascd.org/publications/educationalleadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx.