Instructional Systems Design (ISD) ADDIE 2.0

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If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.

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Instructional Systems Design (ISD) ADDIE 2.0

  1. 1. INSTRUCTIONAL SYSTEMS DESIGN ( ADDIE 2.0 )2 October 2012 Prepared by : YY Wong
  2. 2. Definition of ISD Instructional Systems Design (ISD) is the systematic approach to the Analysis, Design, Development, Implementation, and Evaluation of learning materials and activities In short, ISD is the process to determine the 5W1H of Learning (Who, What, When, Where, Why, and How)Designed & Developed by YY Wong * version 2012 * 2
  3. 3. Key Elements of Instructional Systems Design  There is a genuine need for learning  The learning events are well designed  Quality learning materials are developed  Learning events are implemented using the appropriate strategies and approaches  Learning events are evaluated to ensure learning has actually taken placeDesigned & Developed by YY Wong * version 2012 * 3
  4. 4. Who needs ISD? Those who need to :  design and develop learning solutions to meet the learning and development needs of the organization  evaluate the learning solutions of learning providers/trainers to determine whether the learning will effectively meet the original objectivesDesigned & Developed by YY Wong * version 2012 * 4
  5. 5. The 3 Domains of Learning Cognitive Mental skills where the brain must be used to perform intellectual tasks (Knowledge) Psychomotor Physical skills such as movement, coordination, manipulation, dexterity, grace, actions, etc (Skills) Affective Described as "coming from the heart," - knowing is nothing if there is no will to act on it (Attitude or Will)Designed & Developed by YY Wong * version 2012 * 5
  6. 6. Conventional ISD Models ADDIE - 1975• The ADDIE model of Analysis, Design, Development, Implementation & Evaluation was developed by Florida State University• ADDIE was selected by the Armed Services as the primary means for developing training• Then, the term "ADDIE" was not used, but rather "SAT" (Systems Approach to Training) or "ISD" (Instructional Systems Development)• As a general rule, the military used SAT, while their civilian counterparts used ISD• The "D" in "ISD" first stood for "Development," but now normally means "Design" Major Contributors MAGER Behavioral or performance objectives GLASER Criterion reference testing GAGNE Hierarchical analysis, conditions of learning SCRIVEN Formative evaluationDesigned & Developed by YY Wong * version 2012 * 6
  7. 7. Conventional ISD Models The Dick and Carey Model - 1978 • Dick and Careys model details a comprehensive and detailed process • However, it has been criticized for at the same time being too rigid and cumbersome for the average design processDesigned & Developed by YY Wong * version 2012 * 7
  8. 8. Andragogy vs. PedagogyNo. Andragogy (Adult Learning) Pedagogy (Student Learning) 1. Learners are called “participants” Learners are called “students” or “learners” 2. Independent learning style Dependent learning style 3. Objectives are flexible Objectives are predetermined and inflexible 4. It is assumed that the learners have It is assumed that the learners are experience to contribute inexperienced and/or uninformed 5. Active training methods are used Passive training methods, such as lecture, are used 6. Learners influence timing and pace Trainer controls timing and pace 7. Participant involvement is vital Participants contribute little to the experience 8. Learning is real-life problem-centered Learning is content-centered 9 Participants are seen as primary resources for Trainer is seen as the primary resource who ideas and examples provides ideas and examples Source : Malcom Knowles in Modern Practice of Adult Education: Andragogy Versus PedagogyDesigned & Developed by YY Wong * version 2012 * 8
  9. 9. 8 Adult Learning Theories 1 Learning Styles 8 2 After Action Right Brain, Review Left Brain 7 (AAR) 3 8 Adult Multiple 70 : 20 : 10 Learning Intelligences 6 Theories 4 Adoptive, Attention Adaptive Span Learning 5 Dale’s Cone of ExperienceDesigned & Developed by YY Wong * version 2012 * 9
  10. 10. Adult Learning Theories (1) LEARNING STYLES1 Sensory or Intuitive 2 Visual or VerbalSensory learners prefer concrete, Visual learners prefer graphs, pictures,practical, and procedural information. They and diagrams. They look for visuallook for the facts. representations of information.Intuitive learners prefer conceptual, Verbal learners prefer to hear or readinnovative, and theoretical information. They information. They look for explanationslook for the meaning. with words. 3 Active or Reflective 4 Sequential or GlobalActive learners prefer to manipulate Sequential learners prefer to haveobjects, do physical experiments, and learn information presented linearly and in anby trying. They enjoy working in groups to orderly manner. They put together the detailsfigure out problems. in order to understand the big picture.Reflective learners prefer to think things Global learners prefer a holistic andthrough, to evaluate options, and learn by systematic approach. They see the biganalysis. They enjoy figuring out a problem picture first and then fill in the details.on their own.Designed & Developed by YY Wong * version 2012 * 10
  11. 11. Adult Learning Theories (2) LEFT BRAIN FUNCTIONS RIGHT BRAIN FUNCTIONS 1. Uses logic 1. Uses feeling 2. Detail oriented 2. “Big picture" oriented 3. Facts rule 3. Imagination rules 4. Words and language 4. Symbols and images 5. Present and past 5. Present and future 6. Math and science 6. Philosophy & religion 7. Can comprehend 7. Can "get it" (i.e. meaning) 8. Knowing 8. Believing 9. Order/pattern perception 9. Appreciates 10. Reality based 10. Knows object function 11. Forms strategies 11. Presents possibilities 12. Practical 12. Impetuous 13. Safe 13. Risk taking Theo JansenDesigned & Developed by YY Wong * version 2012 * 11
  12. 12. Adult Learning Theories (3) MULTIPLE INTELLIGENCES Howard Gardner Thomas ArmstrongDesigned & Developed by YY Wong * version 2012 * 12
  13. 13. Adult Learning Theories (4) ADOPTIVE LEARNING METHOD & ADAPTIVE LEARNING METHOD  Adoptive learning methods  Adaptive learning methods are basically map out what the more agile in nature as they help learners must do to master a task the “learner-to-learn,” also known as meta-learning or meta-  Best for novice learners who cognition need to master the basics  Best for more advanced learners EXAMPLES EXAMPLES 1. Knowledge dumps 1. Case studies 2. e-Learning that is basically 2. e-Learning scenarios that branch composed of “click for next slide” 3. Action learning 3. Lectures 4. Personalized instructions 4. Role plays 5. Experimental learningDesigned & Developed by YY Wong * version 2012 * 13
  14. 14. Adult Learning Theories (5)Designed & Developed by YY Wong * version 2012 * 14
  15. 15. Adult Learning Theories (6) ATTENTION SPANDesigned & Developed by YY Wong * version 2012 * 15
  16. 16. Adult Learning Theories (7) 10% Most research points to the fact that Formal Learning learning happens according to the 70:20:10 Rule 20% Informal  10% of all learning comes from formal Learning learning like attending training courses 70%  20% of learning comes from informal On-the-Job learning, like asking colleagues, Experience observing others, networking  70% of learning comes from on-the-job experiences and challenging projects Adapted from Center for Creative LeadershipDesigned & Developed by YY Wong * version 2012 * 16
  17. 17. Adult Learning Theories (8) AFTER ACTION REVIEW (AAR) • Originated by US Army during Vietnam War • Used by each Platoon to review how they acted and performed during an engagement with the “enemy”. It was used immediately after the “Action”• After Action Review (AAR) is a simple process used by a team to capture the lessons learned from past successes and failures, with the goal of improving future performance• It is an opportunity for a team to reflect on a project, activity, event or task so that they can do better the next timeDesigned & Developed by YY Wong * version 2012 * 17
  18. 18. Adult Learning Theories (8) AFTER ACTION REVIEW (AAR) Do it What was supposed to happen? What Now how? happened?How will I do better next time? What actually happened? But why? Why were there differences? 18Designed & Developed by YY Wong * version 2012 *
  19. 19. ADDIE 2.0 5 - PHASE ADDIE 2.0 PROCESS Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE The process The process The process of authoring of The process The process of and determining of defining of specifying implementing producing the what is to be how it is to the learning the effectiveness learned be learned solution to instructional of the learners materials instructionsDesigned & Developed by YY Wong * version 2012 * 19
  20. 20. What is ADDIE 2.0 ?  Original ADDIE was designed by Florida State University in 1975 and there have been various variations of the model since  ADDIE is too rigid and cumbersome for business operating environment in the 21st Century to immediately address business, performance and competency issues  ADDIE 2.0 is the upgraded version with more dynamic, practical and flexible processes, and also capitalizing on the new learning theories and technologies to meet current business learning needs but still maintaining the key essence  Can also be considered as “Lean” ISD, as in Lean Production or Lean Manufacturing - improving process and removing waste while maintaining qualityDesigned & Developed by YY Wong * version 2012 * 20
  21. 21. 4 Fs of ISD  Fit business improvement needs  Fit learners’ learning needs  Fit learning evaluation requirement Fit  Fresh learning Fun Fresh methodologies  Fun to learn 4Fs of ISD  Fresh concepts &  Fun to deliver models  Fun to experience Fast  Fresh processes  Fast to design & develop  Fast to learn  Fast to applyDesigned & Developed by YY Wong * version 2012 * 21
  22. 22. 5 - PHASE ADDIE 2.0 PROCESS Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE Phase 1 ANALYZE 1.1 1.2 1.3 Conduct Finalize Identify issues learning needs learning & problems analysis requirementsDesigned & Developed by YY Wong * version 2012 * 22
  23. 23. 5 - PHASE ADDIE 2.0 PROCESS Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE Phase 2 DESIGN 2.1 2.2 2.3 Write course Plan structure Plan purpose & & contents of instructional learning objectives the course strategyDesigned & Developed by YY Wong * version 2012 * 23
  24. 24. 5 - PHASE ADDIE 2.0 PROCESS Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE Phase 3 DEVELOP 3.1 3.2 3.3 Develop Collect course Finalize course learning materials materials activitiesDesigned & Developed by YY Wong * version 2012 * 24
  25. 25. 5 - PHASE ADDIE 2.0 PROCESS Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE Phase 4 IMPLEMENT 4.1 4.2 4.3 Assess Release & Pilot course in adequacy & actual learning refine maintain environment instructions courseDesigned & Developed by YY Wong * version 2012 * 25
  26. 26. 5 - PHASE ADDIE 2.0 PROCESS Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE Phase 5 EVALUATE 5.1 5.2 5.3 Assess Interpret Revise course evaluation strategy & learning instructional effectiveness results materialsDesigned & Developed by YY Wong * version 2012 * 26
  27. 27. IS Designer Competencies 1 Professional Foundation 2 Planning & Analysis 3 Design & Development 4 Implementation & ManagementDesigned & Developed by YY Wong * version 2012 * 27

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