A conceptual framework for comparing instructional design models

Instructional design (ID) professionals typically employ models that guide their practice. However, it is unclear how a specific model is selected for an instructional situation. Andrews and Goodson (1980) provided a valuable procedure for comparing instructional design models, but because of the proliferation of variations in instructional design applications during the past decade, the introduction of instructional design into new learning contexts and the emergence of alternative approaches to instructional design, there has emerged a need for a new framework which assesses the potential success of any instructional design model. A framework is presented here which is intended to provide a conceptual tool for determining appropriate instructional design applications.