This presentation describes the step of the ADDIE instructional design model.

1. The 5 steps of ADDIE Identify the solution. Design the solution. Analyze Design Evaluate Measure the solution. Implement Develop Deliver the solution. Create the solution.

3. Audience analysis

4. Content analysis

5. Technical analysis

7. Analyze The audience analysis helps you tailor the instruction to the learner

8. Analyze The content analysis identifies existing content that can be repurposed… don’t reinvent the wheel!

9. Analyze The technical analysis identifies any technical constraints of your participants

10. Analyze The structural analysis identifies the course organization, duration and format

12. Task analysis

13. Learning objectives

14. Learner activities

15. Select media

18. Design A goal states the exact purpose of the course

19. Design The task analysis identifies what must be done to achieve the goal

20. Design An objective is the tangible product produced to demonstrate goal achievement

21. Design Activities are assigned so the learner can complete the objective

22. Design Media necessary to complete the activities are identified

23. Design Criterion checks determine how behavioral changes are measured

25. Prototyping

26. Processing

28. Develop Create prototypes to identify any potential issues with the design

29. Develop Use the technology to create the experience

30. Develop Try to “break” the course with rigorous quality assurance testing

32. Promotion

34. I’ve been camping out for a week to get my hands on this thing! Implement Create a “buzz” by promoting your course

35. Implement Have a maintenance plan so the course remains accessible and relevant

38. Implement Conduct a summative evaluation to identify if the goal was accomplished I’ve had better.

39. Kirkpatrick Model for Summative Evaluation Reaction How did the learner feel about the course? Learning Results Was there a measurable increase is knowledge? Workplace Behavior Was there an improvement in related workplace behaviors? Business Results Did the course produce measurable business results?

41. Task analysis

43. The goal is the foundation for your course

44. A poorly stated goal will negatively affect all other elements of the course

45. A well thought out and clearly stated goal increases the probability of success

46. Refer to the data collected during your analysis

47. JFK had a goal…

48. Task Analysis Design

49. 1. Make speech 2. Buy space shuttle In order to send a man to the moon, a lot of tasks needed to be accomplished 3. Go to moon 4. Send Russians postcard from moon 5. Get back to earth

50. Identifies and sequences the tasks that need to be performed to achieve the goal – no more, no fewer

51. “If all these tasks are accomplished, will the goal have been achieved?” If not you have more work to do

52. Task characteristics Beginning and end Short Observable Independent It is not an objective!

53. Objectives Design

54. Terminal behavior which states explicitly what the learner will learn or produce as a result of instruction

55. The conditions which describe the environment (hardware or software) the learner will use to create the product

56. A standard which states the minimal level of performance

57. Tying it all together… Identify the solution. Design the solution. Analyze Design Evaluate Measure the solution. Implement Develop Deliver the solution. Create the solution.

58. Terminal behavior Condition Standard

59. Goal states the exact purpose of the course Task identifies what must be done to achieve the goal Objective tangible product produced to demonstrate goal achievement Activities assigned so the learner can complete the objective Media products necessary to complete the activities Criterion checks determines how behavioral changes are measured