Transcript ADDIE PROCESS - For Students

ADDIE
Presented by
Lisa Mitchell
Robert Nixon
Pam Rainey
Ron Reyer
The ADDIE Model
ADDIE
an acronym for:
Analysis
Design

Development
Implementation
Evaluation

ADDIE is the basis for almost all Instructional Systems Design.
http://www.e-learningguru.com/articles/art2_1.htm
Introduction to Instructional Design and the ADDIE Model
by Kevin Kruse
The steps do not always fall in the same order. For instance,
evaluation may take place after any phase of the model.
This flexibility balances the systematic linear approach.
Analyze
Evaluate
Design
Evaluate
Evaluate
Implement
Develop
Evaluate
The Instructional Designer works with
 the Instructor
 a subject matter expert
 an assessment team or an evaluator
Together, they take into account the needs of the student
and the goals of the course. Student evaluations and peer
reviews may be utilized at this stage.
http://lts.ncsu.edu/guides/instructional_design/index.html
Learning Technologies Service 1998 Summer Workshop Series Instructional Design
In the 1960’s
efforts to find solutions for
the failings of the
educational system found
instructionally designed
courses
twice as successful as an
otherwise designed course
four times more successful
than courses with no
systematic training or
design.
http://www.pignc-ispi.com/articles/education/brief%20history.htm
A Brief History of Instructional Design By Douglas Leigh
80
70
60
50
ADDIE
Other Models
No Model
40
30
20
10
0
Success Rate for Instructional
Design
Almost all
successful
instructional design
systems use some
form of
ADDIE
Advantages
of
ADDIE
formal
proven
fair
modular
portable
assessable
http://www.cogsim.com/idea/idea/isd.htm#steps
Other Advantages of ADDIE
•Cost effective
•Saves time
•Promotes effective learning
•Consistent
•Effective in training
http://en.wikibooks.org/wiki/Instructional_Technology/Instructional_Design/ADDIE
Analyze
Who
What
Where
When
Why
By
Whom
Who
By Whom
What
Analyze
Where
Why
When
Needs
Assessment
•What knowledge and
skills does the learner
need to acquire?
Audience
Analysis
• Who will be enrolling in the
course and what do they bring to
the course as far as skills,
experience, equipment, etc.?
Content Analysis
• Does the needed
content already exist?
•
Technical
Analysis
Establish minimum technological requirements for
the learner
•
Establish what software and hardware will be needed
to develop the course
•
Establish what course management systems and
server capabilities
•
Establish what software and hardware the instructor
and developer will require
Structural
Analysis
•What should the
structure of the
course be?
Resource Assessment
• Are there materials that
can be used?
Our ADDIE process in action
-The Analysis Phase
Before beginning our group project, our group
reiterated the task put before us by Barbara. We
determined:
•What our task was
•Who the target audience was
•When would we work on the project
•Where we would converse and plan
•By whom would each part be accomplished
•Why we were following certain procedures
Our ADDIE process in action
-The Analysis Phase
Overview, scope and introductory letter to the
target audience.
ADDIE: The Design Phase
• During this phase of the ADDIE process,
the instructional designer creates a plan to
help the students learn new material.
• To begin doing this, the instructor needs to
look back at the results of the first phase of
the ADDIE process to determine what the
learners already know.
Design Phase Step 1Planning Instructional Strategy
During this step of the Design Phase, the
instructor makes decisions concerning the
following areas:
• Grouping and sequencing of course material
• The instructional methods and tactics that
will be used to present material
• The assessments that will be used, and how
they will measure a learner’s achievements
Design Phase Step 1Planning Instructional Strategy
Continuing with this
step of the Design
Phase, the
instructional designer
needs to decide
whether to include
some or all of the
following types of
activities:
•
•
•
•
•
•
Drills
Applied Practice
Group Discussions
Group Projects
Modeling
Scenarios
Design Phase Step 1Planning Instructional Strategy
To conclude Step 1 in the Design Phase, the
instructor needs to decide which types of
assessments should be used to monitor the
progress and success of students. The type
of assessment chosen should fit the learning
goal.
Design Phase Step 2Choosing the Course Format
During the second step
of the Design Phase, the
instructional designer
needs to choose the
mode of delivery for
the course. Possible
options include:
• Asynchronous
e-learning
• Synchronous
e-learning
• Instructor-led lessons
• Self-study, paperbased materials
Design Phase Step 3Creating the
Instructional Design Document
In the final step of the Design Phase, the
instructional designer creates a document that will
function as a sort of blueprint guide for building
the course. The complexity of the document will
be determined by the number of elements to be
included in each course.
Our ADDIE process
in action -The Design Phase
Our group progressed through the ADDIE
process in addressing the educational needs
of the faculty. When we were deciding how
to best instruct you in the use of the ADDIE
process, the Design Phase our group worked
through involved the following steps:
Our ADDIE process
in action-The Design Phase
• Step 1- We decided to use a PowerPoint
presentation as our method of instruction.
• Step 2- We decided that the course would be
most effective in an instructor-led format,
with the faculty viewing the group
presentation.
Our ADDIE process
in action-The Design Phase
• Step 3- We created an outline to use as our
instructional design document. This gave us
each an idea of the direction we needed to
go, and it also clarified the tasks assigned to
each group member. Once this step in the
design phase was complete, we were ready
to move on to the next phase of the ADDIE
process.
ADDIE:
Development Phase
Production Begins:
1. Design structure and
flow of information.
2. Utilize instructional
technologies to
develop exercises
and activities.
3. Prepare Presentation
of information in a
visually appealing
way.
4. Offer suggestions to
engage the learner.
ADDIE:
Development Phase
Points to ponder:
• So what tools do we need to develop to teach
about ADDIE?
• Maybe an Introduction to the Instructional Design
Process featuring ADDIE
• A PowerPoint overview of how we designed this
lesson from A through E
• An invitational letter to the perspective audience
• Formative Evaluation
ADDIE:
Development Phase
Remember:
‘Technically advanced and instructionally sound
products will be desired by end users solely
because of their technological superiority’ (Surry &
Ensminger 2003).
It’s all about the user.
ADDIE: Implementation Phase
Presentation to the students:
1. Generates the instructional interaction.
2. Designed activities and instructional
processes are performed.
3. Creates an environment conducive to learning
the designed instructional materials.
ADDIE: Implementation Phase
Points to ponder:
• What do we need and when
• Who needs it
• Learning center and instructional staff
preparation
• Subordinate skill checking / remediation –
can we all read?
• Formative Evaluation
Evaluation
• This component of the ADDIE process measures
the efficiency and effectiveness of the instruction.
• Evaluation may be formative or summative.
Formative Evaluation
Takes place during and after each stage in
ADDIE.
Identifies problems before the end of the
project.
Helps ensure success.
Are things going as planned?
Have new issues or changes occurred?
Summative Evaluation
• Occurs after final implementation takes
place
• The purpose of this type of evaluation is to
assess the general effectiveness of the
instruction that has taken place.
• Results from the summative evaluation are
often used to determine needs for future
instruction.
Types of Summative Evaluation
• Surveys
• Interviews
• Quality of projects or products produced by
students
Our ADDIE process in action –
The Evaluation Phase
For our group, the Evaluation Phase
occurred throughout the ADDIE process, as
we refined our presentation ideas and
product. (Formative evaluation) The
Evaluation Phase will continue as we
receive feedback from you about the
effectiveness of our presentation.
(Summative evaluation)
Resources
Braxton, Sherri, Bronico, Kimberly, Looms,
Thelma. The Computer Science
Department, George Washington University.
Washington, D.C. Available as of 9/23/00
at:
http://www.seas.gwu.edu/~sbraxton/ISD/ge
neral_phases.html. Retrieved on 9/14/2006.
Resources
ADDIE.Retrieved on September 18, 2006, from
http://www.intulogy.com/addie/design.html .
Instructional Design Models
http://carbon.cudenver.edu/~mryder/itc_data/id
models.html
References
•
http://www.e-learningguru.com/articles/art2_1.htm
– Introduction to Instructional Design and the ADDIE Model
by Kevin Kruse
•
http://lts.ncsu.edu/guides/instructional_design/index.html
– Learning Technologies Service 1998 Summer Workshop Series Instructional Design
•
http://www.pignc-ispi.com/articles/education/brief%20history.htm
– A Brief History of Instructional Design By Douglas Leigh
•
http://www.cogsim.com/idea/idea/isd.htm#steps
•
http://en.wikibooks.org/wiki/Instructional_Technology/Instructional_Design/ADDIE