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Analyzing and Evaluating the Phases of ADDIE<br />Tonia A. Dousay & Régene Logan<br />1<br />Learning, Design, & Technolog...
Experiential Activity<br />2<br />
Instructional Design<br />3<br />Analyze<br />Implement<br />evaluate<br />Design<br />evaluate<br />Develop<br />evaluate...
Analyze » Performance » Resources<br />4<br />
Analyze » Performance » Motivation<br />5<br />
Analyze » Performance » Knowledge & Skills<br />6<br />
Analyze » Training Purpose <br /><ul><li>The purpose of this training is “to provide participants with the knowledge and s...
Analyze » Evaluation<br /><ul><li>Based upon a needs analysis, defined as a discrepancy or gap between the desired state o...
Design » Task Inventory<br />9<br />
Design » Task Objective & Testing Method<br />10<br />
Design » Evaluation<br /><ul><li>In order to help organize the design process, a designer can begin with a task analysis o...
Development<br />12<br />
Development » Evaluation<br /><ul><li>Therefore, designers should draft an instructional strategy to describe general comp...
Implementation<br />14<br />
Implementation » Evaluation<br /><ul><li>Richey et al., (2010) note that during implementation, instructional materials ar...
Evaluate<br /><ul><li>Every designer wants assurance that his or her instructional product is valuable (Gagné et al., 2004...
Tonia A. Dousay & Régene Logan<br />Teedee@uga.edurdlogan@uga.edu<br />17<br />Learning, Design, & Technology<br />
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Evaluating & Analyzing the Phases of ADDIE

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Transcript of "Evaluating & Analyzing the Phases of ADDIE"

  1. 1. Analyzing and Evaluating the Phases of ADDIE<br />Tonia A. Dousay & Régene Logan<br />1<br />Learning, Design, & Technology<br />
  2. 2. Experiential Activity<br />2<br />
  3. 3. Instructional Design<br />3<br />Analyze<br />Implement<br />evaluate<br />Design<br />evaluate<br />Develop<br />evaluate<br />Implement<br />
  4. 4. Analyze » Performance » Resources<br />4<br />
  5. 5. Analyze » Performance » Motivation<br />5<br />
  6. 6. Analyze » Performance » Knowledge & Skills<br />6<br />
  7. 7. Analyze » Training Purpose <br /><ul><li>The purpose of this training is “to provide participants with the knowledge and skills necessary to create positive outdoor learning experiences on the nature center trails.”</li></ul>Define the role of environmental science in supplementing student education at the SCNC<br />Identify best practices for working with students of different age groups<br />Manage student behavior based on group dynamics<br />Distinguish between types of living and non-living components commonly found at the SCNC<br />7<br />
  8. 8. Analyze » Evaluation<br /><ul><li>Based upon a needs analysis, defined as a discrepancy or gap between the desired state of affairs and the present state of affairs (Burton & Merrill, 1977; Kaufman, 1976), designers can determine what gaps exist and which gaps can be addressed with training (Gagné, Wager, Golas, & Keller, 2004).</li></ul>8<br />Burton, J. K., & Merrill, P. F. (1977). Needs assessment: Goals, needs, and priorities. In L. J. Briggs (Ed.), Instructional design: Principles and applications. Englewood Cliffs, NJ: Educational Technology Publications.<br />Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2004). Principles of Instructional Design. Belmont, CA: Wadsworth.<br />
  9. 9. Design » Task Inventory<br />9<br />
  10. 10. Design » Task Objective & Testing Method<br />10<br />
  11. 11. Design » Evaluation<br /><ul><li>In order to help organize the design process, a designer can begin with a task analysis or inventory through which they clarify outcomes of instruction and arrange or rearrange components into an instructional sequence. The end result creates a blueprint that helps designers make sure that important parts of the lesson are not ignored and components support one another (Jonassen, Tessmer, & Hannum, 1999).</li></ul>11<br />Jonassen, D. H., Tessmer, M., & Hannum, W. H. (1999). Task Analysis Methods for Instructional Design. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.<br />
  12. 12. Development<br />12<br />
  13. 13. Development » Evaluation<br /><ul><li>Therefore, designers should draft an instructional strategy to describe general components of the instructional materials and the procedures to be used in order to foster the desired learning outcomes (Dick et al., 2008). Within the instructional strategy, designers should note that instruction is typically made up of a series of events external to the learner intended to help learners achieve a learning objective (Gagné et al., 2004). </li></ul>13<br />Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2004). Principles of Instructional Design. Belmont, CA: Wadsworth.<br />
  14. 14. Implementation<br />14<br />
  15. 15. Implementation » Evaluation<br /><ul><li>Richey et al., (2010) note that during implementation, instructional materials are developed and procedures for installing, maintaining, and periodically repairing the instructional program are specified (p.21). </li></ul>15<br />Richey, R. C., Klein, J. D., & Tracey, M. W. (2010). The instructional design knowledge base: Theory, research, and practice. New York, NY: Routledge.<br />
  16. 16. Evaluate<br /><ul><li>Every designer wants assurance that his or her instructional product is valuable (Gagné et al., 2004). It follows then that systematic, summative evaluation is the means by which this assurance can be found. </li></ul>16<br />Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2004). Principles of Instructional Design. Belmont, CA: Wadsworth.<br />
  17. 17. Tonia A. Dousay & Régene Logan<br />Teedee@uga.edurdlogan@uga.edu<br />17<br />Learning, Design, & Technology<br />
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