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Introduction
As of the year 2011, Isman’s Instructional Design Model was introduced. This model recently compared to the many popular and well-known instructional models such as ADDIE or SAM. This model was created to meet the instruction needs of learners by providing efficient and effective learning activities and strategies that are used to measure learners’ performance and competencies. As learners engaged in learning, their cognitive skills are being tap into in order to promote and construct new learning experiences. These experiences are being acquired from intellectual experiences with new and exciting environment. Teaching and learning objectives are customized to guide learning so that success can be achieved, and learners reach their ultimate educational goal.

Prof. Dr. Ayketin. Isman; the Theorist
Prof. Dr. Ayketin Isman, a Turkey native, was born on 14th December 1964. As a young child, Isman was adamant that education will be is primary school and will ensure that learners of all caliber will learn. Isman obtained is Bachelor of Arts in Educational Measurement and Evaluation in 1987 from the University of Hacettepe in Turkey. He later went on earn a Master of Art in Educational Communication and Technology in 1994 from New York University, New York, USA and in 1997 earned a Doctoral Degree in Instructional Technology from Ohio University Athens, an Assist. Prof. Dr. and an Assoc. Prof. Dr. in Computer and Instructional Technology (2000) from The Council of Higher Education, and a Prof. Dr. in Computer and Instructional Technology (2006) from Sakarya University, Turkey. Isman made his career goal to focus on distant education, instructional design, instructional technology, educational technology organizations and educational broadcasting to all.

Career Path
Like many before him Prof. Dr. Ayketin Isman has many accolades behind his name. These are a few of what he has accomplish but of course are not limited to. In his time, Isman has organized countless conferences, such as Prof. Dr. Isman conducted various studies in Turkish and hosted conferences in women’s education which were conducted by female speakers in order to give value and attention to Koldyk. He has facilitated workshops and seminars regionally and internationally. Isman has pride himself on the books and publications he has written and edited. He is also known for his several journals entries and newspapers articles. With his drive for knowledge and his taste for better world where we lived in Isman, has conducted researches and projects related to skills used in teaching and learning.

Due to his accomplishments, Prof. Dr. Isman had several executive duties and held several executive positions under his belt. He is a proud member of the Association for Advancement of Computing in Education, the Association of Education Communication and Educational Technology and The Turkish Online Journal of Educational Technology Dergisi. Through the years, Isman has hold membership position as arbitrator, did publications, scientific/academic, immense editorial, act in the capacity as advisor and represent to executive boards.

Beside his great accomplishments, Isman is an advisor to the Rector in the faculty of Education, Department of Computer Education and Instructional Technology at Sakarya University. He was nominated the most successful foreign lecturer in the United States by Koldyke Fellowship for Social Entrepreneurship in Primary and Secondary Education. Pro. Dr. Isman is the editor of the academic journal community (TOJET) Turkish Online Journal Education Technology and (TOJSAT) The Online Journal Science and Technology.

Pertinent Research on the model (What does the research say about it?)
The Isman Model was created to so that efficient learning through activities and strategies to measure a student’s performance and their competencies. Similar to the Competencies Based approach under the CVQ umbrella, this engage learners to learn using their cognitive skills by constructing new knowledge and experiences. It is with hope that learners’ objectives will be met through customize goals set out and measured to the outcome.

In (2013), a researcher only known as Emily, conducted a research on the Isman Model, were he discover and concluded that the values and structure of Isman is very potent in other instructional models. Emily through observation, quickly noted that Isman model is based on behaviorism, cognitivism and constructivism, primarily on the reinforcement in long term learning. In her same research, Emily, also discovered that Isman Model has similar stages to that of the ADDIE model, a well known and popular model.

In examine the ADDIE model, it’s a fact that the first phase calls for analyzing and designing. Isman models also incorporate these two phases, however this with the ADDIE model there is more emphasis placed one the development and the implementation model. The ADDIE model is more detail and consist of more steps when compared to the Isman model, while step3 and 4 of these models reflect the final phases of the ADDIE model. It is noted that in Emily (2013) research that while the Isman model have similar steps found in other instructional models, Isman focus in his end product; which explores assessments, redesign, and analysis of data) Isman is still far more in depth than the ADDIE model, but compared to the teaching styles, the ADDIE model goes deeper.

In another researched presented by Alias and Siraj (2012), a conclusion was drawn to say that Isman instructional model was executed successful to assist with the designing and advancement of the Physics module in the Secondary School System across Malaysia from https://eric.ed.gov/?id=EJ989258. This research as focus on the effectiveness of Isman Instructional Design Model around developing Physics module in the school with the aid of technology. It was exposed with the use of Isman model, prerequisites such as visual, active and reflective learning was met successfully, however they were completely effective in meeting the needs of verbal leaners. In another controversial research that was carried out to determine the efficiency of Isman model to increase instructional capabilities of student-teachers ate King Saudi University, the finds believe that the model assisted in improving planning for the student-teacher. This had increased their skills prior used with organizing activities. The research the results indicated that Isman instructional model had meaningfully amplified the student competences in planning instructions and their learning. On the contrary, the researcher felt that Isman instructional model wasn’t seen as being fully authentic when teaching of classes. For additional information surrounding the model and the use of goal related materials form can be obtained from the link below. https://www.researchgate.net/publication/282288548_EFFECTIVENESS_OF_INSTRUCTIONAL_DESIGN_MODEL_ISMAN_IN_DEVELOPING_THE_PLANNING_TEACHING_SKILLS_OF_TEACHERS_COLLEGE_STUDENTS%27_AT_KING_SAUD_UNIVERSITY. Isman instructional model focuses on the instructional needs of learners instead of its content perspective. A study was conducted in Malaysia to measure the effectiveness of using technology in order to facilitate quality learning experiences through the media. The results obtained from the study revealed that there were changes in the achievements made by students based on their creative abilities. It was concluded that the Isman instructional design model, is ideal for creating and implementing Facebook based learning which is geared towards improving the instructional abilities and creativity of Islamic students in the secondary school system of Malaysia. Based on findings, the model has provided learners and instructors with the opportunity to conduct instructional activities through social media sites such as Facebook. Therefore we can say that the Isman instructional model supports learning of any kind once there is an interest by the learners who are involved https://files.eric.ed.gov/fulltext/EJ1008868.pdf

Publications related to the model
Isman is of the believe that instructions are seen as a plan or strategy used to assist with teaching and learning through organized learning activities (2005). (Gustafson, 1996), agrees that instructions are more than just finding creative ways to reach learners, but in fact it surrounds analyzing what is being taught by teacher and learned by the learner. He went further to say that determining how the teachers bring across the lesson as well as how the learner receives it, productive trial and error through attempts and revisions and assessing are all contributing to the success of this model.

This new innovative model sits on the premise of behaviorism, cognitivism and constructivism, where all these facets are explored and developed. Isman has pride itself on reinforcing stimulus, and its response and conditioning the environment from the behaviorist theory (Isman, 2005), while cognitivism was used to endorse learning activities for a longer period. Through the constructivist theory, Isman model identify how incorporating a learner’s experience with what they are expected to know are seen as important.

Isman (2011) shares the 5 systematic steps which directs the Isman Instructional Design Model. These steps and their stages are listed below.

Input-  Process- Output- Feedback- Learning-
 * 2. Identity Needs
 * 3. Identify Contents
 * 4. Identity Goals-Objectives
 * 5. Identify Teaching Methods
 * 6. Identify Evaluation Material
 * 7. Identify Instructional Media
 * 11. Test Prototypes
 * 12. Redesigning of Instruction
 * 13. Teaching Activities
 * 9. Testing
 * 10. Analyze Results
 * 8. Revise Instructions
 * 1. Learning

Opposing to the ADDIE model, Isman begins its process with input and ends with out, ADDIE, starts with the output and ends with the inputs. Equally noted both instructional models involve higher order learning (Culahey2013). Additionally, Isman model works accompaniment many learning styles being used and welcomes pre and post testing. Effectively highlighting the way, we use instructional planning to assist with developing and applying instructions are considered to be one of its main goal. Through the use of Isman, measurement and evaluation are used to ensure quality education being offered. Isman ensure through a structured planning the model meets all its needs by providing a quality learning experience with the use of activities to meet learners. The model focuses a lot on information being stored and used through experiences and learning, hence the cognitivist theorist is used as a means as design to ensure information will be easily readable available. Therefore, the learning process focuses on learner’s personal experiences and their learning environment. Isman model prides itself on allowing learners to tap into their learning abilities while enhance their thinking through the use of instructions. Through motivation, learners are being stimulated to reveal their learning experiences and apply it to their own understanding based on their knowledge of the topic of learning framework.