Extracted From: http://lts.ncsu.edu/guides/instructional_design/selecting_models2.htm

To design instruction using the Gagne-Briggs model of instructional design, categorize learning outcomes and then organize instructional events for each kind of learning outcome. There are nine instructional events, tailored to the kind of outcome to be achieved that provide prescriptions in the form of activities and interactions. These can be applied in any order. This model has been adapted to web-based instruction.
David Merrill's Component Display Theory is based on the same assumptions as Gagne's theory, that different classes of learning outcomes require different procedures for teaching and assessment. CDT teaches individual concepts or principles, classifies objectives on two dimensions and formats instruction to provide student-directed learning.
The Dick and Carey Design Model uses a systems approach for designing instruction. One of the best known models, its approach to designing instruction is similar to that of software engineering. The design model describes all the phases of an iterative process that starts by identifying instructional goals and ends with summative evaluation. This model is applicable across a range of context areas (e.g., K-12 to business to government) and users (novice to expert).
The Gerlach-Ely Design Model is a prescriptive model that is well suited to higher education. It is meant for novice instructional designers who have knowledge and expertise in a specific context. The model includes strategies for selecting and including media within instruction. It also handles the allocation of resources.
The Hannafin /Peck Design Model is a three phase process. In the first phase, a needs assessment is performed. This phase is followed by a design phase. In the third phase, instruction is developed and implemented. In this model, all of the phases involve a process of evaluation and revision.
The Jerrold Kemp Design Model takes a holistic approach to instructional design. Virtually all factors in the learning environment are taken into consideration including subject analysis, learner characteristics, learning objectives, teaching activities, resources (computers, books, etc.), support services and evaluation. The process is iterative and the design is subject to constant revision. This model is a more advanced one to design by and the most comprehensive for web-based course development.
The Knirk and Gustafson Design Model is a three stage process which includes problem determination, design and development. The problem determination stage involves identifying the problem and setting instructional goals. The design stage includes developing objectives and specifying strategies. Finally, in the development stage, materials are developed.
Tripp and Bichelmeyer's Rapid Prototyping Design Model is a four level process that is intended to create instruction for lessons as opposed to entire curricula. The process stages include performing a needs analysis, constructing a prototype, utilizing the prototype to perform research and installing the final system. This model relies on expert instructional designers to utilize heuristics as well as their past experience and intuition to guide the design. This is a very time consuming and advanced model used mainly by those doing research.