A Comparative and Practical Examination for Instructional Designers and Educators
Introduction
The Seals and Glasgow Instructional Design Model has emerged as a robust framework for managing educational and training projects. Developed in response to the evolving needs of instructional designers and educators, this model emphasizes project management principles, iterative feedback, and product-focused development. This article provides a thorough analysis of the model, including its origins, structure, phases, unique features, comparison with the well-known ADDIE model, and practical application in online teacher training module design. Key benefits and insights for practitioners conclude the discussion.
Origins and Development
The Seals and Glasgow Model was created to address limitations in traditional instructional design approaches, such as linearity and insufficient attention to project constraints. Drawing from real-world challenges faced by instructional designers, the model integrates project management techniques and feedback mechanisms to ensure that instructional products are both effective and sustainable. Its development reflects an increasing demand for models that accommodate complex educational environments and stakeholder needs.
Model Structure and Phases
The Seals and Glasgow Model is structured around three primary management phases, each with embedded feedback loops and a focus on product development and maintenance.
- Needs Analysis Management. This phase involves identifying the instructional need, analyzing constraints (such as time, resources, and organizational priorities), and engaging stakeholders to clarify objectives. The process is iterative, allowing for feedback and adjustment before moving forward.
- Instructional Design Management. Here, instructional strategies are developed, content is designed, and assessment tools are created. Project management principles guide the process, ensuring that milestones are met and that feedback from stakeholders informs each step. The phase also includes prototyping and pilot testing to refine the instructional product.
- Implementation Management. This phase covers the deployment of the instructional product, ongoing support, and evaluation. Maintenance and diffusion are emphasized, with mechanisms for updating materials and expanding access. Feedback from users and stakeholders is continually collected to drive improvements and sustain effectiveness.
Unique Features
- Project Management Orientation: The model incorporates planning, scheduling, resource allocation, and risk management throughout all phases.
- Iterative Feedback Mechanisms: Feedback loops are built into each phase, enabling continuous refinement based on stakeholder and user input.
- Product Development Focus: Emphasis is placed on creating, maintaining, and diffusing high-quality instructional products.
- Attention to Constraints: The model explicitly considers constraints such as budget, time, and organizational priorities, making it adaptable to varied contexts.
- Maintenance and Diffusion: Ongoing updates and dissemination strategies are integral, supporting sustainability and scalability.
Comparison to the ADDIE Model
The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) is widely recognized in instructional design for its linear and cyclical stages. The Seals and Glasgow Model, while sharing similarities, distinguishes itself through enhanced project management, feedback integration, and product maintenance. The following table summarizes key differences:
| Aspect | Seals and Glasgow | ADDIE |
|---|---|---|
| Structure | Three management phases with embedded feedback loops | Five sequential stages, cyclical evaluation |
| Focus | Project management, product development, maintenance | Instructional design process |
| Feedback | Iterative feedback in every phase | Evaluation primarily at end, some formative feedback |
| Constraints | Explicitly analyzed and managed | Addressed during analysis, less focus in later stages |
| Maintenance & Diffusion | Integrated into model | Often external to model |
Narratively, while ADDIE offers a solid process for instructional design, the Seals and Glasgow Model provide greater flexibility and responsiveness, making it well-suited for complex projects and dynamic environments.
Practical Example: Designing an Online Teacher Training Module
To illustrate the model’s application, consider designing an online teacher training module:
- Needs Analysis Management: The design team consults with school administrators and teachers to identify professional development needs. Constraints such as available time and technology infrastructure are mapped. Feedback from initial surveys shapes the objectives.
- Instructional Design Management: The team develops interactive content, assessment tools, and learning activities. Project management techniques schedule tasks and allocate resources. Prototypes are piloted with a small group of teachers, and feedback leads to revisions.
- Implementation Management: The module is launched, with technical support provided. User feedback is collected via surveys and analytics. The module is updated periodically based on feedback, and successful elements are shared with other schools, aiding diffusion.
Key Insights
- Flexibility: The model adapts to changing needs and constraints, allowing for course corrections throughout the project.
- Communication: Regular feedback ensures stakeholder engagement and alignment of goals.
- Stakeholder Engagement: Involvement of users and stakeholders at every phase enhances relevance and buy-in.
- Continuous Improvement: Iterative feedback and product maintenance drive ongoing quality enhancements.
Benefits for Designers and Educators
- Scaffolding: The structured phases guide designers through complex projects, reducing risk.
- Evaluation: Multiple feedback points enable rigorous assessment and improvement.
- Adaptability: The model’s attention to constraints and maintenance supports adaptation to various contexts and audiences.
Conclusion
The Seals and Glasgow Instructional Design Model offer instructional designers and educators a comprehensive, project-oriented framework that emphasizes flexibility, iterative feedback, and product sustainability. Compared to the ADDIE model, it provides enhanced project management capabilities and integrates maintenance and diffusion as core components. Its relevance extends beyond educational settings to any training context requiring dynamic, high-quality instructional products. By fostering continuous improvement and stakeholder engagement, the model supports successful outcomes in today’s complex learning environments.