ISD: Addie Presentation

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The Roadmap to Training and Development

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  • Good Evening Everyone, my name is Faye lLoretta Smith I would like to talk with you about ADDIE the Instructional Systems Design Roadmap
  • We have ADDIE to guide us in developing training ACRONYM FOR GO OVER SLIDE
  • GO OVER SLIDE
  • The Analysis Phase looks at the learner, the setting and the job – GO OVER SLIDE Identify areas of opportunity and target specific problems. These areas and problems are based on team brain-storming sessions, process definition sessions, recommendations forwarded to the team by organizational members, and other various analysis techniques.
  • Design phase GO OVER SLIDE Generate solutions through brain-storming sessions. Identify the required resources to implement the chosen solution and identify baselines to measure.
  • The Development Phase – Formulate a detailed procedure for implementing the approved solution GO OVER SLIDE .
  • Beside the Analysis Phase, the Implementation Phase is one of the most important, because this is where the training is tested and revised. Execute the solution
  • EVALUATION PHASE Build measurement tools, monitor implementation, and evaluate measurements to baseline. Please note that this phase is performed throughout the entire process
  • In ISD we have to look at the duties and responsibilities of the Training Manager – The have gone through a Evolution the Training Manager of yesterday. They had little or no supervisory experience. These work directors had little training about supervision, e.g., about delegating, interpersonal skills, stress management, or career developments These individuals were promoted to first-level positions that included work direction. Strong Occupational Knowledge about the organization’s products or services Demonstrated How to Do Job No Performance Evaluations Systems .They didn't delegate, support career counseling, conduct performance reviews, .They told workers what to do and workers did it.
  • The Present day Training Professional has undergone a metamorphosis as they are more of an integral part of an organization. When organizational performance declines , executive management looks to the Training Professional to make the diagnosis and provide the prescription This may be done by … GO OVER SLIDE
  • THE PROBLEM WITH ADDIE AS A DESIGN PROCESS IS THAT IT NOT ITERATIVE. EVALUATION, THE LAST STAGE, ONLY TALKS ABOUT EVALUATING THE COURSE. ADDIE HAS BEEN MISUSED BY SEVERAL ELEARNING COMPANIES. IT HAS BECOME AN EXTREMELY RIGID PROCESS. IT IS A VERY CONTENT-CENTERED APPROACH. THE DESIGN PROCESS SHOULD BE ITERATIVE. YOU SHOULD CONTINUOUSLY UPDATE EVERY ASPECT AS YOU GAIN MORE INSIGHT INTO THE LEARNER'S PROFILE, THE CONTENT, THE EFFECTIVENESS OF STRATEGIES CHOSEN, AND SO ON.
  • A nalyze, d esign, d evelop, i mplement and e valuate instructional programs, curriculum and materials for both internal and external audiences.  Apply state-of-the-art instructional design techniques and strategies and prescribe learning solutions to meet the needs of business partners.  Organize content and design solutions for various delivery methods.  Mentor and coach peer developers and subject matter experts to increase Instructional Design awareness within the organization.  Oversee production of materials, including contact with vendors as applicable. 
  • ISD: Addie Presentation

    1. 2. <ul><li>ADDIE was developed at Florida State University in 1975. </li></ul><ul><li>ADDIE was selected by the Armed Services as the primary means for developing training. </li></ul><ul><li>The United States Military faced the need to train large numbers of people to perform complex technical task. </li></ul><ul><li>At the time, the term &quot;ADDIE&quot; was not used, but rather &quot;SAT&quot; (Systems Approach to Training) and later &quot;ISD&quot; (Instructional Systems Development). </li></ul><ul><li>As a general rule, the military used SAT, while their civilian counterparts began using ISD. </li></ul><ul><li>The &quot;D&quot; in &quot;ISD&quot; first stood for &quot;Development,&quot; but now normally means &quot;Design.&quot; </li></ul>
    2. 4. <ul><li>The ADDIE Process </li></ul><ul><li>Instructional Design Model used to maximize the effectiveness, efficiency, and appeal of training and the learning experience. </li></ul><ul><li>A step-by-step process that helps training specialists plan and create training programs. </li></ul><ul><li>the ADDIE model was used in the framework for helping create new research topics in learning technology. </li></ul><ul><li>Answers the Questions - </li></ul><ul><li>&quot;What do people need to learn?“ </li></ul><ul><li>&quot;Did people learn what they needed?&quot; </li></ul>
    3. 5. <ul><li>Analyze performance environment to determine business outcome. </li></ul><ul><ul><li>Analyze organizational systems to gain an understanding of it. </li></ul></ul><ul><li>Compile a task inventory of all tasks associated with each job. </li></ul><ul><li>Select tasks that people need to learn to become performers </li></ul><ul><li>- needs analysis. </li></ul><ul><li>Build performance measures needed in order to correct any performance deficiencies. </li></ul><ul><li>Choose instructional setting for the tasks to be learned, </li></ul><ul><li>Estimate cost and compare to benefits gained. </li></ul><ul><li>Identify the training requirements </li></ul>
    4. 6. <ul><li>Develop the learning objectives </li></ul><ul><li>terminal objectives </li></ul><ul><li>enabling objectives </li></ul><ul><li>Identify and list the learning steps required to perform the task. </li></ul><ul><li>Develop performance tests to show mastery and test the development. </li></ul><ul><li>List the entry behaviors that the learner must demonstrate prior to entering the learning program. </li></ul><ul><li>Sequence and structure the learning objectives. </li></ul><ul><li>Selection of strategies </li></ul>
    5. 7. <ul><li>List activities that will help the students learn the task. </li></ul><ul><li>Select the method of media delivery. </li></ul><ul><li>Review the existing material so work is not duplicated. </li></ul><ul><li>Develop the instructional course materials and user manuals. </li></ul><ul><li>Synthesize the course materials into a viable learning program. </li></ul><ul><li>Test the prototype and validate the instruction to ensure it accomplishes all goals and objectives. </li></ul>
    6. 8. <ul><li>Procedure for training the facilitators / learners is developed. </li></ul><ul><li>Facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. </li></ul><ul><li>Preparation of the learners includes training them on new tools (software or hardware) and student registration. </li></ul><ul><li>This is also the phase where the project manager ensures that the books, hands-on equipment, tools, CD-ROMs and software are in place, and that the learning application or website is functional. </li></ul>
    7. 9. <ul><li>Create and Assemble the Content Assets. </li></ul><ul><li>Storyboards and Graphics are Designed. </li></ul><ul><li>E-learning: Programmers develop/ integrate technologies. </li></ul><ul><li>Testers perform debugging procedures. </li></ul><ul><li>The project is reviewed/revised according to the feedback received . </li></ul>
    8. 10. <ul><li>Consists of two parts: formative and summative. </li></ul><ul><li>Formative evaluation is present in each stage of the ADDIE process. </li></ul><ul><li>Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users which were identified </li></ul>
    9. 12. <ul><li>Work closely with management, trainers, and subject matter experts to ensure materials are effective, current and relevant.  </li></ul><ul><li>Analyze training sessions and materials and make effective recommendations for actions.  </li></ul><ul><li>Continually explore methods and techniques that improve the quality of learning solutions as well as increase the efficiency in the learning process . </li></ul>
    10. 14. <ul><li>No Supervisory Experience </li></ul><ul><li>Promoted to First-level Positions that included Work Direction </li></ul><ul><li>Strong Occupational Knowledge </li></ul><ul><li>Demonstrated How to Do Job </li></ul><ul><li>No Performance Evaluations Systems </li></ul><ul><li>Told Workers What to Do & Workers Did It </li></ul><ul><li>Had Little Training about Supervision </li></ul>
    11. 15. <ul><li>Determine Projects </li></ul><ul><li>Conduct Needs Assessments </li></ul><ul><li>Assess Learner Characteristics </li></ul><ul><li>Perform Job Task/Content Analysis </li></ul><ul><li>State Performance Objectives </li></ul><ul><li>Instructional Strategies </li></ul><ul><li>Instructional Materials </li></ul><ul><li>Evaluate Training </li></ul><ul><li>Design Instructional Management Systems </li></ul>
    12. 17. <ul><li>Emphasis on Performance Analysis </li></ul><ul><li>Creatively Exercise Performance Analysis </li></ul><ul><li>Educate Managers about Performance Analysis </li></ul><ul><li>Pay Attention to Future and Consequences of Solutions </li></ul><ul><li>Maintain Flexibility Applying ADDIE </li></ul><ul><li>Environmental Changes Prompt ISD and Instructional Designer Competency Modifications </li></ul><ul><li>Wary of New Technology </li></ul><ul><li>Create Awareness of the Connection of Instructional Design and Organization Needs and Strategies </li></ul><ul><li>Provide Solutions – Not Instruction </li></ul><ul><li>Motivate Facilitation of Self-Directed Learning </li></ul>
    13. 18. <ul><li>Save Time and Money </li></ul><ul><li>Flexible and has Many Routes </li></ul><ul><li>Catch Problems while they are Still Easy to Fix </li></ul><ul><li>Instructional Theories -Important Role in the Design of Instructional Materials </li></ul>

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