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ISMAN MODEL OF INSTRUCTIONAL DESIGN'''

This new model of instructional design was designed by Professor Ayetkin Isman. It is called the Isman Model of Instructional Design. Isman (2011) posited that this new instructional design model aims at planning, developing, implementing, evaluating and organizing for learning activities effectively to ensure competent performance by students. This new model is interested in how to store information into long-term memory. In order to store information in the long-term memory, instructional activities are designed in the model. McGriff (2001) stated that the learning process must be concerned with experiences and context that make the students willing and unable to learn,hence, this is one of the things that the Isman model uses in instructional activities. Students are active participants who reflect on their own thoughts and become autonomous.

History and Theoretical Foundation of The Isman Model of Instructional Design

The theoretical foundation of the Isman model is based on constructivism, behaviorism and cognitivism views. Cognitivism in this model is interested in motivation, learning process( short and long term memory), experiences and contents. The cognitive view of all learning takes place is based on how information is processed, stored and retrieved in the mind, rather than on all behavior changes(Foshay, Silber and Stelnicki,2003). Behaviorism text into consideration the relationship between the stimulus and the response. Constructivism is interested in personal application. Individuals have learned when they have constructed new interpretations of social, cultural, physical and intellectual environments in which they live(Dick and Carey,2001).

Applications of The Isman Model of Instructional Design

Isman model is described in a five step systematic planning process which includes input, process, output, feedback and learning. The processes are used to plan several instructional approaches, ranging from hands-on activities to teachers' lectures. When teachers use this process, they are able to have effective instruction. Effective instruction helps to motivate students to take part in activities and they learn more.

Step One(1)

INPUT

Input involves 1.Identify Needs 2.Identify Contents 3.Identify Goals-Objectives 4.Identify Teaching Methods 5.Identify Evaluation Materials 6.Identify Instructional Media

The goal of this step is to identify the factors for input. After the goals and objectives have been identified and activities and assessment planned, the teacher will be able to try out the planned activities with the students. This step is vital because it gives the teacher a vast amount of knowledge on what to teach and how to teach.

Step Two (2)

PROCESS

Process involves: 1.Prototypes 2.Redesigning of Instructions 3.Teaching Activities

The goal of this step is to find out where the students want to go, how to get them there and how we can reorganize instructional activities to suit the needs of the students.

Step Three(3)

OUTPUT

Output involves: 1.Testing 2.Analyzing Results The goal of this step requires teachers to use assessment tools which will help to determine whether the students demonstrated the skills, knowledge and attitudes that was discussed in the goals and objectives. In order to determine students' learning, educational measurement and evaluation processes should be implemented by teachers. This will enlighten teachers on what was learnt by students from the instruction.

Step Four(4)

FEEDBACK

Feedback involves:

1.Revised Instructions This is based upon data collected during the implementation phase.Feedback is done in cases where the teacher realizes that the students are not learning what was supposed to be learnt or they are not enjoying the learning process. Teachers will want to go back and test and revise some aspects of instruction so that the goals can be materialized.

Step Five(5)

LEARNING This is the final step in The Isman Model and it involves full learning. During this process, the teacher ensures that their students have learned what was set out yo be learnt. If at the end, the teacher realizes that the students haven't accomplished their goals, then the teacher will have to revisit the instructional activities and create new instructional activities.

Reference

Isman, A. (2011). Instructional Design in Education: New Model. TOJET: The Turkish Online Journal of Educational Technology, 10(1). McGriff, J.S. (2001). ISD Knowledge Base / Constructivism. URL Http://www.personel.psu.edu. McGriff, J.S. (2001). ISD Knowledge Base / Cognitivism. URL Http://www.personel.psu.edu. Reiser, R. A., Reiser, R. A., & Dempsey, J. V. (2011). Trends and issues in instructional design and technology. Boston, Massachusetts: Pearson.