Running Head : DESIGN AND DEVELOPMENT RESEARCH Design and Development Research : A Model Validation Case by

This is a report of one case of a design and development research study that aimed to validate an overlay instructional design model incorporating the theory of multiple intelligences into instructional systems design. After design and expert review model validation, The Multiple Intelligence (MI) Design Model, used with an Instructional Systems Design (ISD) Model, was tested for use by four practicing instructional designers. Instruction developed for learners using this model was then evaluated measuring post-test and attitudinal scores with 102 participants. This report also provides a reflection on the lessons learned in conducting design and development research on model validation. The procedures and findings have implications for the processes involved in instructional design model validation through designer use and program implementation. Design and Development Research: A Model Validation Case Design and development research is “the systematic study of design, development and evaluation processes with the aim of establishing an empirical basis for the creation of instructional and non-instructional products and tools and new or enhanced models that govern their development” (Richey & Klein, 2007, p.xv). It is a practical form of research that attempts to test theory and validate practice. Numerous models exist in the field of instructional design that assist designers working in a variety of settings (Gustafson and Branch, 2002). Historically many of these models have not undergone rigorous or systematic review. In recent years, there has been an increased focus on systematically studying the processes involved in the construction, validation, and implementation of instructional design models (Seels, 1994; Richey, 1998; Richey, Klein & Nelson, 2004). Current literature focused on the implementation and systematic validations of instructional design models describe five different approaches to model validation. These include expert review, usability documentation, component investigation, field evaluation, and controlled testing (Richey, 2005; Richey & Klein 2007). This article reports one case of a design and development study implementing some of these approaches to validate The Multiple Intelligences (MI) Design Model, an overlay model used in conjunction with an instructional systems design model. The study specifically measured model use, learner achievement, and program implementation and is an example of design and development research in practice. Instructional Design, Multiple Intelligences, and the Instructional Designer In an effort to better understand this design and development model validation case, we begin with a description of the context related to the development of the model. This includes definitions and background content on instructional design, multiple intelligences, and the instructional designer. Instructional design (ID) is defined as an arrangement of resources and procedures used to promote learning (Gagné, Wager, Golas, & Keller, 2005). ID models are visual representations of the ID process and are used to guide design in many settings and for many purposes (Seels & Glasgow, 1998). They are typically a result of the combination of abstract principles of General Systems Theory and analyses of practitioner experience (Banathy & Jenlink, 2004). Instructional design is the process used to create the type and delivery of instruction. Some see design as problem solving; others view it as a process of reflection-inaction, where designers take on the task of turning indeterminate situations into determinate ones (Tripp, 1991). Learning is the acquisition of the knowledge of a skill, art, or trade, by study, and/or experiences (Lindvall, 1995). It is generally agreed that learners develop understanding for themselves in ways that differ, sometimes quite sharply, from other learners (Winn, 2004). Multiple intelligences can be thought of as a learners’ tool that facilitate knowledge acquisition. Gardner (1983) states “I have posited that all human beings are capable of at least seven different ways of knowing the world (p. xi)”. Rooted in cognitive brain research, Gardner proposes that people learn in a variety of ways and have diverse strengths and abilities which, if recognized, can be developed to enable learners to reach their potential. He defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural settings” (Gardner & Hatch, 1989, p. 4). Gardner’s seven ways of knowing the world or intelligences are: verbal-linguistic, logical-mathematical, musical-rhythmic, visual-spatial, bodily-kinesthetic; and two forms of personal intelligences, one directed toward other persons, interpersonal intelligence, and one directed toward oneself, intra-personal intelligence. While learners bring their own needs, experiences, and tools to a learning situation, instructional designers must incorporate those needs and experiences into instructional strategies helping learners take ownership and responsibility for their own learning (Grabinger, 1996). The significance of knowledge construction for Instructional Technology lies in the building of environments that make it easy for learners to formulate their own understandings of the world (Winn 2004). Instructional design is a process used to create instructional products, programs, and delivery systems. Multiple intelligences theory is built on the premise that learners acquire knowledge based on their learning potential and that people learn in at least seven different ways. The first two phases of this design and development study previously reported (Tracey and Richey, 2007) included the design and internal validation of the MI Design Model. Based on research on instructional design and multiple intelligences, the MI Design Model was designed to be used as an overlay with an ID model. In order to achieve this, the theoretical foundations of multiple intelligences and instructional design were examined to guide the development of such a model. The model components were then determined and an initial model was constructed. The model was then reviewed and validated by experts in the field of instructional design through a three-round Delphi study. The result was a revised and internally validated MI Design Model (Tracey and Richey, 2007). The newly developed model had to now face a usability test by instructional designers and course validation. This article reports on the final two phases of the design and development research study, the process and results of model use by practicing instructional designers and the delivery of instruction developed for learners specifically measuring performance on post-test and instructional appeal. In addition, reflections on lessons learned when conducting design and development research on model validation are presented. Approaches to Model Validation Once designed and validated by subject matter experts (Tracey and Richey, 2007), the MI Design model was ready to be tested using two separate model validation approaches — a designer usability test while instructional designers designed and developed a course and a product impact test measuring learners after they participated in the course. These validation efforts were guided by the following research questions: Designer Usability Study 1. What are the advantages and disadvantages of using the overlay design model incorporating multiple intelligences? Factors to consider included the following: a) Ease of use; b) Ability to overlay the model with an existing design model; c) Capability to meet course intent; and d) The ease of instructional design strategy creation utilizing each multiple intelligence. 2. What is required to facilitate the effective use of the validated design model incorporating multiple intelligences? Factors to consider included the following: a) Guidance required for designer model use; b) Ability to incorporate content accuracy; and d) Ease of use. Product Impact Study 3. To what extent does the design model incorporating multiple intelligences influence post-test performance? 4. To what extent does the design model incorporating multiple intelligences influence learner confidence and attitudes? Factors considered included: a) Learner attitude toward the instructional strategies; b) Learner confidence in ability to apply content; and c) Learner attitude toward training. Designer Usability Study Usability documentation is defined as “information on the extent to which a product, tool, or model can be effectively, efficiently, and satisfactorily used in the context for which it was intended” (Richey and Klein, 2007 p.160). Designer usability documentation is one of three methods of internal design model validation (Richey, 2005) which in this case studied the ease with which the model was used by instructional designers. Similar to other design and development studies, (Forsyth, 1998), this phase included documenting the instructional designer reactions to using the MI Design Model while designing and developing a team-building course. This data, combined with the program tryout and evaluation data provided the basis for final model revisions. This internal model validation step was the third phase of the four phase study; one part of the larger design and development research project. It is important to note that this phase was limited as it included only two designers using the model. Additional validation studies with designers using the MI Design Model are necessary in order to reach conclusions regarding the model. The following section describes the designer usability participants, procedures and results. Participants The designer usability phase of the study consisted of a total of four volunteer instructional designers with Master’s Degrees in Instructional Technology. Each designer, chosen from a list of volunteers, was a current practitioner with two coming from busines