Professional Documents
Culture Documents
1 Andrew S Gibbons Design Layer Theory
1 Andrew S Gibbons Design Layer Theory
Personal life
Andrew S. Gibbons was born in the United States; He is married to Marsha Gibbons; with whom
he has five children. Andrew S. Gibbons is the department chair of instructional Psychology and
Education
Andrew Gibbons received a Bachelor of Arts degree in English and Chemistry from Brigham
Young University 1969. He further pursued his studies and received his Doctorate (Ph.D.) at
Academic Career
Andrew S. Gibbons has contributed significantly to the development of design layer in the field
of Instructional Design. Dr. Gibbons work has included large-scale training development
and commercial aviation training development, and research and development on instructional
simulations. Dr. Gibbons current research focuses on the architecture of instructional designs.
RUNNING HEAD: GIBBONS DESIGN LAYER THEORY
3
Theory of instructional designs, and is currently studying the use of design languages in relation
to design layers as a means of creating instructional systems that are adaptive, generative, and
scalable.
Design layer, is a systematic set of independent layers, guiding the designer, in the
development of instructional design. The theory of design layer also known as Model-Centered
Instruction identifies various principles in the layer. Design layer utilize the concept of layer
(object-oriented design), where each part of the layer is interconnected but yet still separate
from each other. These Layers are applicable and can be reuse in various conditions. Andy
Gibbons (2004) identifies and explains seven sets of layers that instructional design can take
place. These layers are content layer, strategy layer, message layer, control layer,
1. Content Layer: Examines three key areas the (1) environment (identifies the setting in which
learning occurs) (2) cause-effect systems (3) models of human performance. Content layer also
focuses on how information is store and supplied to the learner. According to Gibbon Content
2. Strategy Layer: This layer examines solutions to complex issues that may arise in learning
exposure to instruction. Strategy layer identifies the organization of learning, their roles and
RUNNING HEAD: GIBBONS DESIGN LAYER THEORY
4
responsibility instructional goals, division of time event structures, and strategic patterns of
interaction between the learner and the instructional experience Gibbon (2013).
3. Message Layer: examines the use of various forms of languages by which instructional
4. Control Layer: This layer examines the way the learning interaction occurs and responds to
the instructions provided: it takes into consideration engagement, involvement, guidance, self-
5. Representation Layer: This layer explains the medium by which information will be provided
to the learner.
6. Media logic: Identifies achievable language that is transferable across media. The selection of
the model and the problem as central design constructs assist in this goal.
7. Data management Layers: This layer examines how information is interpreted and
evaluation. Application of Gibbon Design layer use for Instructional Technology been utilize to
Books
Gibbons, A. S., Hokanson, B. (2014). Design in Educational Technology: Design thinking, design
Graham, C. R., Henrie, C., Gibbons, A. S. (2014). Developing models and theory for blended
learning research. Blended learning: Research perspectives Volume 2 (pp. 1333). Routledge.
Gibbons, A. S. (2014). Eight views of instructional design and what they should mean to
technology: Design thinking, design process, and the design studio.. Springer.
Gibbons, A. S., Boling, E., Smith, K. M. (2014). Instructional design models. Handbook of
research on educational communications technology, 4th ed. (4th edition ed.). Springer.
Graham, C. R., Henrie, C. R., Gibbons, A. S. (2013). Developing models and theory for blended
Moller and J. Huett (Ed.), The next generation of distance education: Unconstrained learning.
Gibbons, A. S., Boling, E., Smith, K. M. (2012, in press). Instructional design models. In M.
communications and technology (4th ed.) (4th Edition ed.). Association for Educational
Goodyear & S. Retails (Ed.), Technology enhanced learning: Design patterns and pattern
Gibbons, A. S. (2009). A contextual pattern for identifying instructional design patterns. In P. &
Retalis, S. (Ed.), Technology-enhanced learning: Design patterns and pattern languages (pp. 29
Gibbons, A. S., Boot, E., Botturi, L., Nelson, J. (2009). Improving the use of design languages in
creating learning designs and learning objects. L. Lockyear, S. Bennett, S. Agostinho & B. Harper,
Handbook of research on learning design and learning objects: Issues, applications, and
Gibbons, A. S., McConkie, M., Seo, K. K., Wiley, D. A. (2009). Simulation approach to
Gibbons, A. S., Rogers, P. C. (2009). Coming at design from a different angle: Functional design.
In L. Moller, J. B. Huett, and D. M. Harvey (Ed.), Learning and instructional technologies for the
Boot, E., Botturi, L., Gibbons, A. S., Nelson, J. (2009). Supporting decision making in using design
languages for learning designs and learning objects. In L. Lockyear, S. Bennett, S. Agostinho & B.
Harper (Ed.), Handbook of Research on Learning Design and Learning Objects: Issues,
& A. Carr-Chellman (Ed.), Instructional_Design Theories and Models, Volume III. Routledge.
Gibbons, A. S., McConkie, M., Seo, K., Wiley, D. A. (2009). Theory for design of instructional
Goodyear & S. Retalis (Ed.), Technology-Enhanced Learning: Design Patterns and Pattern
Boot, E., Botturi, L., Gibbons, A. S., Stubbs, S. T. (2008). Decision Making in Design Languages for
Learning Designs and Learning Objects. In L. Lockyer, S. Bennett, S. Agostinho, & B. Harper (Ed.),
Handbook of Research on Learning Design and Learning Objects: Issues, Applications and
Stubbs, S. T., Gibbons, A. S. (2008). The pervasiveness of design drawing in ID. In L. Botturi & T.
Stubbs (Ed.), Handbook of visual languages for instructional design: Theories and practices (pp.
Stubbs, S. T., Gibbons, A. S. (2008). The power of design drawing in other design fields. In L.
Botturi & T. Stubbs (Ed.), Handbook of Visual Languages for Instructional Design: Theories and
Gibbons, A. S. (2008). Coming at design from a different angle: Functional design. In L. Moller, J.
Huett & D. Harvey (Ed.), Learning and instructional technologies for the 21st century (pp. 14).
Springer.
Gibbons, A. S., Botturi, L., Boot, E., Nelson, J. (2008). Design languages. In J. M. Spector, M. D.
Communications and Technology, 3rd ed. (pp. 12). Lawrence Erlbaum Associates.
Gibbons, A. S. (2008). Model-centered Instruction, the Design, and the Designer. In D. Ifenthaler
& P. Pirnay-Dummer (Ed.), Understanding models for learning and instruction: Essays in honor
Stubbs, S. T., Gibbons, A. S. (2007). Design drawing outside of ID. In Botturi, L. & Stubbs, T. (Ed.),
Stubbs, S. T., Gibbons, A. S. (2007). Using ID layers to categorize design drawings. In Botturi, L &
Stubbs, T. (Ed.), Handbook of Visual Languages for Instructional Design: Theories and Practices.
Gibbons, A. S., Sommer, S. (2007). Layered design in an instructional simulation. In Shelton, B. &
Wiley, D. (Ed.), The Design and Use of Simulation Computer Games in Education. Sense
Publications.
Gibbons, A. S., Boling, E., Bichelmeyer, B. (2006). A Model of Technology Capable of Generating
Gibbons, A. S., Brewer, E. K. (2005). Elementary Principles of Design Languages and Notation
Burnham, B., Gibbons, A. S. (2005). M. David Merrill: Leadership Profile. Educational Technology
and Media Yearbook (vol. 30). Association for Educational Communications and Technology.
Hill, J. R., Bichelmeyer, B., Boling, E., Gibbons, A. S. (2004). Perspectives on Significant Issues
Facing Instructional Design and Technology. In Orey, M.; Fitzgerald, M. A. & Branch, R. M. (Ed.),
Educational Technology and Media Yearbook (2004 Edition ed., vol. 29). Libraries Unlimited.
Branch, and M. A. Fitzgerald (Ed.), 2005 Educational Technology and Media Yearbook(vol. 25).
Libraries Unlimited.
Zhang, J. P., Khan, B., Gibbons, A. S., Ni, Y. (2000). Review of Web-Based Assessment Tools. In
Gibbons, A. S., Lawless, K., Anderson, T. A., Duffin, J. R. (2000). The Web and Model-Centered
Publications.
D. (Ed.), Training and Retraining: A Handbook for Business, Industry, Government, and Military.
Gibbons, A. S. (2000). The Nature and Origin of Learning Objects. In Wiley, D. (Ed.), The
References:
Gibbons, A. S., McConkie, M., Seo, K. K., Wiley, D. A. (2009). Simulation approach to
about instructional theories; its purpose, goals, delivering of instructions , models, systems and
principles that the designer utilize for instructional design both within a classroom environment
and outside. The research topic I choose, allowed me to thoroughly research various sources
both primary and secondary, to acquire information about Andrew S. Gibbons design layer
theory. It was identified that his contribution to the development of the academia of
organizations solve day to day issues and global issues in education technology. Dr Gibbons
work has assisted in many thematic areas such as developing instructions for the United States
military service in the area of instructional design. The greatest contribution by Andrew S.
Gibbons is Design Layer Theory whereby , he presented seven unique principles in the
academia of instructional designer that can be utilize when preparing instruction by designers.
These include content, strategy, control, message, representative, media logic and data
management this model can be reuse continuously for development of old, existing and new
instructions. The research provided a lot of information about the theorist and his contribution
However, there were many challenges sourcing information about the design layer theory
provided by Andrew S Gibbons: ranging from lack of available sources and reliability of the
sources available to carry out the research. All in the entire research topic was an excited one