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PowerPoint presentation on instructional design model- ADDIE

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  1. 1. ADDIE Instructional Design Model The Staff Trainer’s Blog Cathy Cousear
  2. 2. Instructional System Design (ISD) • Instructional Systems Design (ISD) is the process for creating instructional systems. • It is both systematic and scientific in that it is documentable, replicable in its general application and leads to predictable outcomes. • Requires creativity in identifying and solving problems. The Staff Trainers Blog 2
  3. 3. Instructional Systems Design (ISD) • Includes several phases, analysis, design, development, implementation and evaluation. • Includes systems theory and problem solving methodology. The Staff Trainers Blog 3
  4. 4. ADDIE • Each major components is liked to others. • Evaluation activities can reveal when revisions are required in each of the other four components. • Problem solving activities occur within each components. • The overall process is not always followed in a strictly linear manner. The Staff Trainers Blog 4
  5. 5. The ADDIE Model Analysis Design DevelopmentImplementation Evaluation The Staff Trainers Blog 5
  6. 6. What is ADDIE? • Analyze • Design • Development • Implementation • Evaluation The Staff Trainers Blog 6
  7. 7. Analysis Phase • Data gathering segment of the instructional design process. The Staff Trainers Blog 7
  8. 8. Analysis • First determine the needs for which instruction is the solution. • Conduct an instructional analysis to determine the target cognitive, affective, and motor skill goals for the course. • Determine what skills entering students are expected to have, and which will impact learning in the course. • Analyze the time available and how much might be accomplished in that period of time. The Staff Trainers Blog 8
  9. 9. Seven Questions required answers during analysis 1. What is the need? 2. What is the root cause? 3. What are the goals of the training? 4. What information is needed, and how is it gathered? 5. How ill the training be structured and organized? 6. How will the training be delivered? 7. When should the training be revised? The Staff Trainers Blog 9
  10. 10. Data Collection Methods • Focus groups • Interviews • Questionnaire • Surveys • Observation • Examination of performance and productivity measures • Documentation Collection and verification • Job duties • Delphi studies • Job diaries The Staff Trainers Blog 10
  11. 11. Quick Approach to a Performance Gap Assessment • Identify the problem. • Analyze the task and conditions of the job. • Analyze the current performance levels. • Identify the cause of the problem. • Identify the desired performance outcome. • Identify the expectations of your training as related to the outcome. The Staff Trainers Blog 11
  12. 12. Design • Design is the blue printing stage of instructional systems during which instructional designers create the blueprint for a project. The Staff Trainers Blog 12
  13. 13. Design • Translate course goals into overall performance outcomes and major objectives. • Determine the instructional topics or units to be covered and how much time will be spent on each. • Sequence the units with regard to the course objectives. • Flesh out the units of instructions, identifying the major objectives to be achieved during each unit • Define lessons and learning activities for each unit. The Staff Trainers Blog 13
  14. 14. Design • Provide for attention and motivation • Present the learning objectives • Recall prerequisite of related knowledge • Present the new content • Provide for learner guidance • Provide for practice • Provide feedback • Provide for retention and “transfer” The Staff Trainers Blog 14
  15. 15. Development • Materials production and pilot testing are the hallmarks of development. At this stage, most non- designers begin to see progress. • Preparation of materials to be used in the learning environment. The Staff Trainers Blog 15
  16. 16. Purpose of Objectives • Gives the trainees a clear understanding of what will be covered in the course. • Ensures the designer includes all necessary content for the course. • Helps the designer focus on the need to know. • Basis for the learner’s evaluation. • Sets the criteria on how the course will be evaluated. The Staff Trainers Blog 16
  17. 17. Development There are four categories of development: • Working within an existing curriculum • Modifying existing material. • Incorporating elements of existing material into a new course. • Building a new course. The Staff Trainers Blog 17
  18. 18. Development There are several principles during the development stage: • Well-established objectives • Innovative objectives • Team approach • Instructional design vs. media production The Staff Trainers Blog 18
  19. 19. Development • Make decisions regarding the types of learning activities and materials. • Prepare draft materials and/or activities. • Try out materials with target audience members. • Revise, refine, and produce materials and activities. • Produce instructor training or adjunct materials. The Staff Trainers Blog 19
  20. 20. Implementation • At the implementation phase, the design plan meets the learner and the content is delivered. The evaluation process that most designers and learners are familiar with takes place here. The Staff Trainers Blog 20
  21. 21. Implementation • Market materials for adoption by instructors and potential learners. • Provide help or support as needed. The Staff Trainers Blog 21
  22. 22. Implementation Five Principles apply to the implementation stage: • Develop a learning management system that is adequate for the requirements of the situation. • Provide learner support. • Plan for change. • Plan for delivery environment. • Plan for maintenance of the system. The Staff Trainers Blog 22
  23. 23. Evaluation • Evaluation is a constant guard at the gate of failure. • Is the final stage in the ADDIE model. The Staff Trainers Blog 23
  24. 24. Evaluation • Implement plans for learner assessment. • Implement plans for program evaluation • Implement plans for course maintenance and revision. The Staff Trainers Blog 24
  25. 25. Evaluation Five types of evaluations: • Materials evaluation • Process evaluation • Learner reaction • Learner achievement • Instructional consequences The Staff Trainers Blog 25
  26. 26. References Gagne, R., Wager, W., Golas, K. Keller, J. (2005). Principles of Instruction Design .Belmont, CA, Wadsworth Hodell, C. (2011). ISD from the ground up: a nonsense approach to instructional design (3rd ed.) Alexandria, Virgina: ASTD Press Piskurich, G. () (2nd ed). Rapid instruction design: learning ID fast and right. San Francisco, California: Pfeiffer Rothwell, W., Kazanas, H.C. (2008). Mastering the instructional design process (4th. ed).San Francisco, California: Pfeiffer . The Staff Trainers Blog 26