• Seels and Glasgow
  • Important points to keep in mind when selecting the Seels and Glasgow Model for development:
  • - talking about constructivist models and mentioning Seels and Glasgow
  • Figure 1. The Seels and Glasgow Model[Click to enlarge]

By Barbara Seels - Making Instructional Design Decisions: 2nd (second) Edition

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Those who are studying and/or practicing in the field of Instructional Technology are familiar with the basic instructional design model, the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Seels and Glasgow explain that this model is "unlikely to be used without modification or elaboration" (p. 8). In other words, many individuals customize the ADDIE model to meet their unique needs. Seels and Glasgow present their discussion of the ADDIE model in The Generic Instructional Design Model with decision questions for each stage of the ADDIE model (Seels & Glasgow, 1998).

This model was created by Seels and Glasgow and published in 1998. It is based on the idea that instructional design is a project and that there are certain steps that happen in each of the three phases of project management they identify. These phases are needs analysis management, instructional design management and implementation and evaluation management. Work in each of these areas is usually completed independent of work in other stages, although outcomes in one phase of the process can have an impact on the other phases. It is usually approached in a linear fashion except that there is substantial interdependence within the steps of the instructional design management phase. (Gustafson & Branch, 2002).

Reviews

An Evaluation of Seels and Glasgow ‘Generic Model’

Selecting the instructional message delivery system usually occurs during the process of conducting a Front End Analysis, when decisions about instructional strategies are being made. This step is a very important part of the process because choosing inappropriate media could make the instruction less effective or ineffective for the learner. (Seels and Glasgow, 1998).