The Knirk & Gustafson Instructional Design Model is a three-stage instructional model, that was developed by Frederick G. Knirk and Kent L. Gustafson in the book "Instructional technology: a systematic approach to education" in 1986. The aforesaid book was written for those who do not necessarily have a background in curriculum, or instructional design (Jurkowitz, 1986). As such, the book and specifically the model cater for their needs through a marriage of familiar theory and practice but also highlight the systematic and effective use of instructional technology in instructional design and development (Jurkowitz, 1986).
Video The Knirk & Gustafson Instructional Design Model
The Developers of the Instructional Design Model
Frederick G. Knirk
Frederick Knirk is a profound author in the field of education and instructional design. His books include Instructional Technology - A Book of Readings, Designing Productive Learning Environments, and Micro-Computer Video Games and Spatial Visualization Acquisition. He also co-wrote the book Instructional technology: a systematic approach to education with Dr. Kent L Gustafson. This book highlights the innovative Knirk and Gustafson Instructional Design Model.
Kent L. Gustafson
Kent Gustafson was a professor at the University of Georgia and retired in 2001. He received his Doctoral degree from the Michigan State University in 1969 and served at that university for 11 years but served at the University of Georgia for 20 years (Reeves, 2002), some of which as the chair of the Department of Instructional Technology. Before earning his PhD, he received his master's degree from the University of Massachusetts in 1965 (Reeves, 2002). This degree preceded the undergraduate degree earned in 1961 at the Worcester State University and his passion in the teaching of high school mathematics (Reeves, 2002). According to the Georgia State University (n.d.) Dr Gustafson's interests were on topics Performance Support Systems and over the years he has issued numerous books on instructional technology and education. These books include Instructional Technology: A Systematic Approach to Education, Instructional Design: Principles and Applications, Survey of Instructional Development Models among others.
Maps The Knirk & Gustafson Instructional Design Model
The Characteristics of an Instructional Design Model
Regardless of the instructional design model used, all models must possess certain characteristics for it to be effective. These characteristics highlight the instructional design model's ability to be learner-centred, goal-oriented, focused on similar presentations as in the real world, focused on results that can be measured and validated, empirical and can encompass a team effort (Gustafson & Branch, 2002).
The Knirk & Gustafson Instructional Design Model
The Kirk & Gustafson Instructional Design Model is done in three phases: the problem determination stage, the design stage and the developmental stage. This is one stage less than the popular ADDIE model that also entails an additional evaluation phase as an over-arching stage (Gustafson & Branch, 2002). Each of the three phases in the Knirk and Gustafson Instructional and Design Model can be broken into specific objectives in order to complete the required project.
The Problem Determination Stage
The Problem determination stage is the first stage in the Kirk and Gustafson Instructional Design Model and focuses on two processes: the identification of the problem, the performance gaps and the primary goals (Pappas, 2015), and the setting of goals (Sortrakul & Denphaisarn, 2009). This stage allows the instructional designer to conduct a needs assessment and task analysis to determine the objectives that are required to solve the problem and create general instructional goals (Nimbkar & Sonali, 2013) as well as decide which methods are suitable to lessen a performance deficiency (Barbazette, 2006). Determining the Learner's Entry Behavior is critical to this process as it relates to the knowledge base of the learner, their communication skills, their learning styles and their health and wellbeing (Nimbkar & Sonali, 2013). It also highlights the issues to be addressed via the needs assessment and task analysis (Pappas, 2015). Finally, the Problem Determination stage aids in the organization of instructional development, by planning, organizing, coordinating, evaluating and reporting on the results of the aforesaid assessments and analysis (Nimbkar & Sonali, 2013) in order to pick a suitable method for design.
The Design Stage
The Design Stage is the second stage in The Knirk and Gustafson Instructional Design Model and its focuses on the development of a choice of objectives and strategies (Sortrakul & Denphaisarn, 2009) to solve the problem highlighted in the problem determination stage. Along with aforesaid choices, suitable activities, materials and multimedia components are needed to resolve the problem and seal the performance gap (Pappas, 2015) (Nimbkar & Sonali, 2013). These objective may follow the ABCD model while being terminal and enabling (Nimbkar & Sonali, 2013). It is important to consult the opinions of Subject Matter Experts in the selection and gathering of media, the refining of objectives among other designing processes (Pappas, 2015).
The Development Stage
The Development Stage is the third and final stage in the Knirk and Gustafson Model and entails the creation and development of training materials, conducting of tests by users and the making of essential improvements towards the final product (Pappas, 2015). The creation of materials is normally a result of unsuitable ones that may be existence (Sortrakul & Denphaisarn, 2009), and even the new models require evaluation for the situation (Nimbkar & Sonali, 2013). Prototyping and focus groups may be necessary to produce an efficient and effective result (Pappas, 2015) as it going to a series of analysis before the official implementation (Nimbkar & Sonali, 2013).
Advantages of the Knirk and Gustafson Model
The Knirk and Gustafson Instructional Design Model has a simplistic design as it is done in three main phases (??man, Ça?lar, Dabaj, & Ersözlü, 2005). However, the model can be used successfully by the experts and beginners alike. The Hannifin and Peck Model also uses three phases but does not have separate phases (Pappas, 2015) as it constantly uses an evaluation and revision phases though the three phases (Qureshi, 2004). This makes the Hannifin and Peck model unsuitable for beginners but maintains a focus on the core functions like the Knirk and Gustafson model (Qureshi, 2004). Also, the Knirk and Gustafson model is effective for the planning and implementation of unit and lesson plans (Kowalski, 2012). Additionally, the Knirk and Gustafson model allows each step of the process to closer to resolving the wider problems in the organization, shortening the gap in skills, and achieving the requirements of the learners (Pappas, 2015).
Disadvantages of the Knirk and Gustafson Model
According to the Online Academic Community of the University of Victoria, the Knirk and Gustafson Instructional Design Model is excellent in simplicity but it misses steps of revision and evaluation during the beginning and intermediate steps. As such, when revision may become necessary in the implementation, one may have to review the former steps to produce an effective result (Kowalski, 2012).
Secondly, the University of Victoria highlights the Knirk and Gustafson Model's inability to consider the student's learning style and behavioural traits in the problem identification stage. The identification of the aforementioned factors will aid in the development of an appropriate solution.
Lastly, the University of Victoria points out that although the each stage is independent, a cross-related design would have made the process better as it would promote continued inter-relations between the processes and the content to be designed.
Applications of the Knirk & Gustafson Instructional Design Model
The University of Victoria see the Knirk and Gustafson model as an effective and efficient for short courses that requires little consistency. Additionally, the instructional design model is suitable for the eLearning platform where media and technology are heavily involved (Pappas, 2015). Finally, this model's is excellent for simulations in the learning design field (Sortrakul & Denphaisarn, 2009).
References
Barbazette, J. (2006). What is a Needs Assessment? In J. Barbazette, Training Needs Assessment: Methods, Tools, and Techniques, Volume 1 (pp. 3-11). San Francisco: Pfeiffer.
Gustafson, K. L., & Branch, R. M. (2002). What is Instructional Design. Trends and issues in instructional design and technology, 16-25.
Instructional Design. (n.d.). Retrieved from Dublin Institute of Technology Website: http://www.comp.dit.ie/dgordon/Courses/ILT/6-InstructionalDesign.ppt
Interview of Kent L. Gustafson. (n.d.). Retrieved from The Georgia State University: http://www2.gsu.edu/~wwwitr/interviews/gustafson.htm
Jurkowitz, C. (1986). Reviews the book 'Keeping Track: How Schools Structure Inequality. Educational Leadership Vol. 43 Issue 7, 92-93.
Nimbkar, S., & Sonali, K. (2013, September 4). Knirk and gustafson ISD Model. Retrieved from the LinkedIn Slideshare Website: https://www.slideshare.net/nimbkarshruti/knirk-and-gustafson-isd-model
Pappas, C. (2015). The Knirk And Gustafson Model: A Guide For eLearning Professionals. Retrieved from Epignosis' Efront Learning Website : https://www.efrontlearning.com/blog/2016/04/the-knirk-and-gustafson-model-a-guide-for-elearning-professionals.html</nowiki>
Reeves, T. C. (2002). Tribute to Kent L. Gustafson. Educational Media and Technology Yearbook, 213.
Sortrakul, T., & Denphaisarn, N. (2009). The Evolution of Instructional System Design Model. The Sixth International Conference On Elearning For Knowledge-Based Society, 17-18.
The Knirk and Gustafson Design Model. (n.d.). Retrieved from University of Victoria - The Online Academy Website: https://onlineacademiccommunity.uvic.ca/learningdesign/wp-content/uploads/sites/1178/2015/06/Knirk-and-Gustafson-Design-Model-.pdf
Source of the article : Wikipedia
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