Seels+and+Glasgow

The Seels and Glasgow model is less of an innovative instructional design model and more of a strategy for project management.
 * Seels and Glasgow Model II **

The model uses a generic ADDIE format: · Analysis – The process of defining what is to be learned · Design – The process of specifying how learning will occur · Development – The process of authoring and producing the materials · Implementation – The process of installing the instruction in the real world · Evaluation – The process of determining the impact of instruction

Seels and Glasgow admit that their model is very similar to a number of other models. What makes Seels and Glasgow Model II different is that it looks at the instructional design process as something that fits into the framework of project management.



They organize their model into three broad phases: 1. Needs analysis management 2. Instructional design management 3. Evaluation management

Needs analysis management – This phase includes the establishment of goals, requirements, and context.

Instructional design management – This phase begins after the completion of phase one and is comprised of six parts: · Task analysis · Instructional analysis · Objectives and tests · Instructional strategy and delivery system · Materials development · Formative evaluation

Evaluation management – This phase includes the delivery and maintenance of the materials as well as the summative evaluation. While each of the three phases and each of the steps within each phase are considered to be self-contained and linear in nature, in fact “the steps in the instructional design phase are interdependent and concurrent and may involve iterative cycling” (Gustafson and Branch, 1997, p.43).

Seels and Glasgow is based on the ADDIE model of instructional design and is therefore a constructivist learning theory. Constructivist theory is participant centered and holds that participants learn best when they hang new information on existing mental hooks.
 * Describe which of the learning theories provides the basis for the model. **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Evaluate the model’s usefulness or adaptability in designing e-instruction. **

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">With an emphasis on tryout and revision, iteration, concurrent development, and project management, the Seels and Glasgow model seems intended for eLearning development. The model assumes the need for a widely dispersed product that stands alone with minimal need for teachers (SME) during facilitation. The instructional design phase is modeled to be less sequential with greater emphasis on concurrent development. While Dick &Carey’s model implies/assumes that one can analyze and develop with set results, Seels and Glasgow seems catered to an environment of rapid development where numerous resources are employed in a less sequencial process.

However the true strength of the model lies not in a revolutionary way of designing instruction for the student. The strength of this model is that it is product and project management oriented. Because of this, and because the creation of e-learning is time and resource intensive, it would be very useful for implementation into an e-learning environment.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Bibliography Gustafson, K., & Branch, R. M. (1997). Instructional Design Models. Syracuse, NY: ERIC Clearinghouse on Information and Technology. pages 41-44

Seels, B., & Glasgow, Z. (1998). __Making Instructional Design Decisions__. (2nd ed.) Upper Saddle River, NJ: Merrill.

Presenter names: Steve Dallman and Keith Robbins