Visual Representation of my ID Model Description

Samuel Levinson

	In creating my visual representation of my ID model, I began with the Smith and Ragan (1999) model, as found in chapter five of Survey of Instructional Development Models (Gustafson and Branch, 2002). I related this model to my own program, and added in some of my own sections, to make it even more compatible with my public speaking and overcoming anxiety course. Within the analysis, strategy, and evaluation sections, I added areas that would assist in further understanding each section. The technology section directly relates to my online program on public speaking and overcoming anxiety, in that it is an important element that I will need to consider. Without the proper planning as related to technology, I would have difficulty in delivering the online class. Therefore, as a reminder of the essential technology that is needed, I detailed in this section key reminders of what to include. The other section, detailing stakeholders, assists me in keeping in mind the individuals who will find this program to be important on a personal and educational level. As the instructor, it is my responsibility to design the best program possible for my students, and if it applies I should be open to suggestions and information from public speaking textbook writers.
	I feel that this is an appropriate model for my program on public speaking and overcoming anxiety, because of the clear distinction of analysis, strategy, evaluation, technology, and stakeholders. The arrows present on this model, as well as the boxes within the three main boxes (analysis, strategy, and analysis) show how all of the components (each area, lesson, or assignment) lead to the continuation of learning for students. This model also provides a concept for the eight steps in this instructional design process (Gustafson and Branch, 2002). The ID model is helpful to me as the instructor of the program, as it assists me in including all of the essential components of instruction. This is a beneficial model to use in making a decision on what to include in the program, and also in thinking about possible changes that will help students before the course begins. This model brings all of the various elements and areas of planning together, and I think it is not complicated to understand. I believe the part of the model that places an emphasis on strategies will be helpful when planning lessons that will be presented to students. 

Visual Representation of My ID Model

Reference
Gustafson, Kent L., Branch, Robert Maribe (2002). Survey of Instructional Development 	Models. (4th ed). Syracuse University, Syracuse, NY. ERIC Publications.