Diamond Model
A systems oriented Instructional Design Model based on the designgenerated from Designing and Assessing Courses and Curricula: APractical Guide by Robert M. Diamond
The Instructional Design Model
The Instructional Design Model
Diamond Model
•Considered by Gustafson & Branch to be a SystemsOriented Model. “Systems oriented models typicallyassume that a large amount of instruction, such asan entire course or entire curriculum, will bedeveloped and that substantial resources will beavailable to a team of highly traineddevelopers….original development isspecified….technological sophistication of thedelivery system vary.”
•Systemic approaches allows the instructionaldesigner to preview and plan every aspect of lessonplans to make for successful learning.
Diamond Model & the Two Phases ofDesign
1)Phase One: Project Selection & Design:
The feasibility and desirability of the project launch areexamined.
Establish needs, insuring success.
The “ideal” selection of the project is made based on:
Basic-Planning inputs that are
project-specific; these are:
•Domain of knowledge
•Student knowledge, attitudes and priorities
•Social needs
•Research
•Educational priorities
Diamond Model & the Two Phases ofDesign
2) Phase Two: Project Production, Implementation & Evaluation:
Development of each unit includes a seven-step process:
•Determining objectives:
•Design of evaluation instruments and procedures
•Selection of instructional format and examiningexisting materials
•Producing new materials or modification of materials
•Coordinating logistics for implementation
•Full scale implementation
•Evaluation & revision
Instructional Design Elements
All learning systems include an ADDIE model:
Analyze/Analysis
Develop/Development
Design
Implement/Implementation
Evaluate/Evaluation
The Diamond Model is a learning system that is morecomprehensive than most, which works towards an “ideal”design utilizing flow diagrams to show content and structureand uses quality information. It was specifically designed forcourses and curricula in higher education.
5 Key Characteristics of the DiamondModel
According to the author, Robert M. Diamond:
“In addition to its simplicity, the model has five other characteristics that,when combined, differentiate it from most others.
1) Forces those using it to think in “ideal” terms.
2)Encourages the use of diagrams to show
structure and content.
3)Relies heavily on the use of data.
4)Encourages a team approach.
5)Is politically sensitive.”
3 Central Features of the DiamondModel
1) Emphasis is placed on matching the decision on whether toengage in instructional development to –
Institutional as well as Instructional issues.
2) Emphasis is placed on the assurance of faculty ownership ofthe instructional development.
3) Emphasis is placed on the need for formal organizationalsupport.
5 Key Stages of the Diamond Model
Diamond’s model for developing a learner-centered
curriculum or course consists of five stages:
1) Determining the need to change;
2) Identifying goals or desirable outcomes;
3) Designing the curriculum or instruction to attain these goals and the assessmentsthat will provide the necessary feedback as to the attainment of goals;
4) Implementation and assessment (which feeds back to the goals statement); and
5) Revision based on the results of the assessment.
Benefits of the Diamond Model
•The model is easy to use, sequential, and cost-effective; it will save you both time andeffort by significantly reducing the time needed for implementation.
•It can be used for the design or redesign of courses, curricula, workshops, and seminarsin every subject area and in every instructional setting_ traditional and nontraditional.
•The programs you develop will meet accreditation agencies’ demands for clearstatements of learning outcomes with an associated high-quality student assessmentprocess.
•It is politically sensitive, protecting you from decisions by others that could jeopardizeimplementation.
•It will ensure that all important questions are asked and all options are explored beforekey decisions are made.
According to the author;Robert M. Diamond, from “A Brief Introduction to the Model.”
Challenges of Curriculum & CourseDesign
•Robert Diamond addresses faculty in themajority of his textbook, stating “Thisbook is designed to help you go throughthe design, implementation, andevaluation processes. It will provide youwith a practical, step-by-step approachsupported by case studies, a review of thesignificant literature, and introduces youto materials that you should findextremely useful.”
•He asks the reader to think of:
•Specific goals for the student
•Demands of accreditation
•How the teacher can facilitate learning
From Goals to Outcomes to Assessment
Advantages of the Diamond Model
•“The design can be utilized for course and/orcurriculum design.
•The design forces the developer to think“outside of the box”.
•The model identifies key factors that should bethought of in sequential order.
•It serves as a procedural (type) guide.
•The model allows you to understand you are in aprocess, and for others to know their individualroles
•Improves efficiency by reducing duplication ofeffort and ensuring that critical questions areasked as well as alternative solutions explored.
•It is data driven.”
Perceived Disadvantages of theDiamond Model
•Very linear
•Constraining, limits creativity
•Time-consuming to implement
•Specific to higher education
•Classroom oriented
•Directed at total curricula in addition toindividual classes
•Requires significant input from universitypersonnel (as well as other academicdepartments)
References
Branch, R. M. (2009). Instructional design: the addie approach. NewYork: Springer.
Branch, R. M., & Gustafson, K. L. U.S. Department of Education, Officeof Educational Research and Improvement. (1997). Survey ofinstructional development models (IR-103). Syracuse, New York: ERICClearinghouse on Information & Technology.