Think like an isd 2013

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Think like an isd 2013

  1. 1. Using the ADDIE Model Audrey Cutler Spring 2013 http://learnmoretu.blogspot.com
  2. 2. Systematic Design Instructional Designers / Subject Matter ExpertsInstructional Design or Instructional Systems Design ADDIE Kanji Takeno, Towson University, Retrieved on Mach 3, 2010 from: http://towson.edu/photographicservices/ image_gallery.asp
  3. 3. GoalSolve instruction challenges using a shared approach – the ADDIE model. ObjectivesUsing materials provided during the presentation,students will be able to:Demonstrate familiarity with the tasks, outcomes and goals of each phase of the ADDIE model by correctly matching 80% of tasks or tools to their corresponding design phase.Recognize elements of behavioral objectives.
  4. 4. ADDIE ModelAnalysis Design Development Implementation Evaluation (Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
  5. 5. ADDIE ModelAnalysis Design Development Implementation Evaluation (Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
  6. 6. Needs Analysis• What is the need or problem?• Is there an appropriate instructional solution?• What are the resource needs and limitations?• What is the audience population profile?• What are the obstacles?• Do I have everything I need to write objectives and evaluations in the design phase? (Hodel, 2000)
  7. 7. What is the need? What is the root cause? Is this a problem that must be solved with an instructional solution or is there another way?Licensed under the Creative Commons Attribution- Christian Møller. (2007). Road trip.Share Alike 1.0 Generic license. Retrieved March 3, Retrieved on March 3, 2010 from:2010 from http://commons.wikimedia.org. http://chrmc.dk/wp.
  8. 8. Party Planning Co. You’re a new instructional designer Let’s ANALYSE this! http://files.recipetips.com/kitchen/images/refimages/seasonedin http://theindie-pendent.com/wp- sight/napkins/peacock/peacock8.jpg content/uploads/2011/04/Bunny-napkins.jpg
  9. 9. Training Request: Fix problem of droopy napkin sculpturesYou need to first find out: Is this a problem that can be solved with an instructional solution? What are some possible causes?How can you get the informationyou need to answer these questions? write + pair + share
  10. 10. SolutionsWhat is at least oneNON-educationalsolution to this issue?What is at least oneeducational solutionto this issue?
  11. 11. What are the goals of training?Difference between performers’ and needed:Current Knowledge Skills Attitudes http://files.recipetips.com/kitchen/images/r http://files.recipetips.com/kitchen/images/refimages/seasonedin efimages/seasonedinsight/napkins/peaco sight/napkins/peacock/peacock8.jpg
  12. 12. Task Analysishttp://www.thepartydress.net/wp- http://theindie-pendent.com/wp-content/uploads/2009/03/bunny-napkin-instructions-large.jpg content/uploads/2011/04/Bunny-napkins.jpg
  13. 13. Task Analysis
  14. 14. Task AnalysisDefine in observable terms – – General duties – Specific tasks and their descriptions, decide: • What decisions are required to perform this task? • What subtasks are needed? • What information/knowledge is needed to perform this task? • What are the needed inputs/outputs of each task?
  15. 15. Task Analysis: Plan and Execute an World Series Party 1. List three or four major duties to be carried out to get ready for the party. 2. Pick one duty from prior step. Break it down into 3-5 tasks (and subtasks, if appropriate). 3. For each task: Identify the specific knowledge needed for the task, decisions required during each task, inputs (needed conditions, resources) & outputs (something produced by the task) http://atssportsblog.com/wp-content/uploads/2009/06/orioles-baseball.jpg
  16. 16. ADDIE ModelAnalysis Design Development Implementation Evaluation (Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
  17. 17. GoalsDesign Analysis Objectives Matching assessments Instructional plan
  18. 18. ObjectivesA – Audience The learnersB – Behavior What should the learner be able to do as a result of this instruction?C – Condition Any special conditions required to demonstrate mastery?D – Degree What performance is good enough?
  19. 19. ObjectiveUsing materials provided during thepresentation, ISTC 541 students should beable to: Demonstrate familiarity with thetasks, outcomes and goals of each phase ofthe ADDIE model by correctly matching 90%of tasks to its corresponding design phase.
  20. 20. Matching Assessments
  21. 21. ADDIE ModelAnalysis Design Development Implementation Evaluation (Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
  22. 22. Development• Material production• Pilot testing – Does this solution work as planned?
  23. 23. ADDIE ModelAnalysis Design Development Implementation Evaluation (Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
  24. 24. ImplementationStudent meets instructionCaptive audienceAsynchronous courseCoachingOn-the-job trainingJust-in-time resource Kanji Takeno, Towson University, Retrieved on Mach 3, 2010 from: http://towson.edu/photographicservices/ image_gallery.asp
  25. 25. ADDIE ModelAnalysis Design Development Implementation Evaluation (Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
  26. 26. Evaluation“Have we solved the problem?”“What is the impact [of the training solution]?“What needs to be changed?” Seels, B., & Glasgow, Z. (1990).
  27. 27. Match the following Talk with Subject- Matter Experts Analysis Write Tests The Planning Phase Design Student attend a class Development Define instructional problemImplementation Write Goals Produce a handout. Evaluation The Information Gathering Phase Perform a Task Analysis Pilot Test the instruction
  28. 28. ReferencesHodell, C. (2000). ISD from the ground up. Alexandria, VA: ASTD Press.Holland, G. P., (2005). Basics of instructional design. Retrieved March 3, 2010 from: http://wwwnew.towson.edu/adminfinance/ots/ciat/isdSeels, B., & Glasgow, Z. (1998). Making instructional design decisions (2nd ed.). Upper Saddle River, NJ: Merrill.

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