Mary Brannan

Module 6

The two instructional design models that I feel are most appropriately used
in planning for distance education is the linear-designed instruction and the
branched design instruction.
The linear designed instruction first identifies major subdivisions of the
course. The course subdivisions are then split into separate modules. These
modules are then divided further into important topics. The student must pass an
assessment at the end of each topic to move on to the next topic and must pass a
cumulative assessment over the module before moving to the next module.
The branched design instruction is organized into subdivisions, modules and
topics. Students are able to bypass topics and modules that they have mastered or
re-visit those that they are struggling with the content.
The two instructional designs are similar in the way they are organized into
main subdivisions, modules and topics. The instruction designs differ in the way the
learner interacts with topics. In the linear design a student only has one course of
action, from one topic to the next sequential topic. In the branched design the
learners comprehension of specific topics or concepts is assessed and they are
directed to the next sequential topic, could skip topics or modules they show
mastery in or are routed back to concepts they are not proving mastery of on the
assessment. The branched model also provides the opportunity to introduce
additional lessons or instruction on those topics that need extra attention. The
advantage of the branched model is that students are able to fully master all
concepts by receiving extra help on those needed and skipping the ones they
already show mastery. The disadvantage to this model would be the difficulty of
structuring the class and assuring that each student completes all modules
successfully. The linear model is favorable because it allows students to work
through the course sequentially. The disadvantage would be that time could be
wasted on concepts that the learners already know and does not offer additional
resources for those that they need extra time on.
I think the branched model would be very beneficial in teaching Algebra
because it would allow the instructor to set up a course that could address any gaps
in the students learning. For instance if you were on a topic of solving equations and
the student was not distributing or combining like terms correctly, it could direct
the student to a lesson on these topics.