ADDIE Instructional Design for PVG Course 201


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My instructional design presentation for the online course Business Travel 201. I used the ADDIE instructional design methodology.

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ADDIE Instructional Design for PVG Course 201

  1. 1. Course 201 - Business Travel
  2. 2. Goals <ul><li>Teach foreign speakers of English practical uses of certain phrasal verbs, vocabulary, and grammar in the following situations related to business travel: making accommodations, registering at conferences, and small talk with colleagues. </li></ul><ul><li>At the end of the course, students should be able to identify the uses of the presented phrasal verbs and expressions in native English speech and writing. They should also be able to produce their own writing samples correctly utilizing the phrasal verbs learned. </li></ul>
  3. 3. Learner Needs Assessment <ul><li>Foreign business professionals that communicate frequently with native English-speaking business professionals </li></ul><ul><li>25-60 years old </li></ul><ul><li>Male and female </li></ul><ul><li>Intermediate or higher level of English or native speakers of Brazilian Portuguese. </li></ul><ul><li>Preference of learning from native English speakers </li></ul><ul><li>Preference of learning in an asynchronous setting </li></ul><ul><li>Expectation of improving communication skills with native English speakers and expand their English language vocabulary </li></ul><ul><li>Expectation of having questions answered by native English speakers </li></ul>
  4. 4. Learner Needs Assessment <ul><li>Mix of beginners in the language and more advanced speakers with years of language study </li></ul><ul><li>Mix of students that learn quickly on the first or second viewing and others that require multiple viewings, repetition, and lots of practice </li></ul><ul><li>Mix of learners with time for study at home and learners that only have time for study on breaks from work and in transportation to and from work </li></ul><ul><li>Generally have a strong motivation to succeed in the English language to improve their careers </li></ul><ul><li>Generally are interested in topics relating to their professional fields such as finance, management, sales, etc. </li></ul>
  5. 5. Learner Needs Assessment - Possible Obstacles <ul><li>Possible lack of internet access/appropriate hardware and software </li></ul><ul><li>Possible inadequate technological experience or knowledge </li></ul><ul><li>Inadequate time for self-study </li></ul><ul><li>Frequently changing and often busy schedules </li></ul>
  6. 6. Learning Objectives <ul><li>Learners will be able to successfully identify the intended meaning of one use each of the following phrasal verbs when used by native speakers in professional situations: </li></ul><ul><ul><li>arrange for, call off, check in, check out, deal with, drop by, end up, fill up, get back, get in, get into, get together, get up, give out, go ahead, go back, go on, hang out, kick back, let know, line up, make out, pick up, plan on, run into, set up, show up, take care of, take off, turn off </li></ul></ul>
  7. 7. Learning Objectives <ul><li>Learners will be able to successfully identify the intended meaning of the following expressions and vocabulary when used by native speakers in professional situations: </li></ul><ul><ul><ul><li>“ long time, no see,” “I can’t complain,” to catch (a mode of transportation), to give a call, to be in town, to take place, program, talk, “here you go,” lecture, due to (the fact), “too bad,” lobby, “feel free (to),” to attend, “will do,” “don’t mention it,” accommodations, arrangements, upcoming, conference, plenty, “get a good night’s sleep/rest,” booked, car service, to bother </li></ul></ul></ul>
  8. 8. Learning Objectives <ul><li>Learners will be able to correctly use the aforementioned phrasal verbs and expressions in written communications that reflect their real-life situations. </li></ul>
  9. 9. Learning Objectives <ul><li>Students will be able to successfully determine the correct use of future tenses in the following situations: </li></ul><ul><ul><li>asking someone to do something, previous plans and intentions, agreeing to do something and willingness to do something, making an instant decision, predictions, imminent actions, the simple future + to be sure, maybe, probably, to think, to expect </li></ul></ul>
  10. 10. Development of Course Materials - Course Structure <ul><li>The course is composed of four units: </li></ul><ul><ul><li>1. Making Accommodations </li></ul></ul><ul><ul><li>2. Registering at a Conference </li></ul></ul><ul><ul><li>3. Small Talk with Colleagues </li></ul></ul><ul><ul><li>4. Grammar - Talking About the Future </li></ul></ul><ul><li>Each unit is composed of three elements: </li></ul><ul><ul><li>1. Listening to the unit dialogue via streaming audio (based on real-life situations) </li></ul></ul><ul><ul><li>2. Studying the verb and idiom definitions and examples in the study guides and video lessons (based on real-life situations) </li></ul></ul><ul><ul><li>3. Sharing comments, questions, and reflections on the course via the course blog, Facebook, and YouTube pages </li></ul></ul><ul><ul><li>4. Completing the online unit quizzes (based on real-life situations) </li></ul></ul><ul><li>The final course assessment is composed of three written compositions utilizing the verbs and grammar studied in the four course units (based on real-life situations. </li></ul>
  11. 11. Development of Course Materials - Observations <ul><li>Learners control the pace and scheduling of their study sessions. </li></ul><ul><li>All study materials, audio recordings, quizzes, and activities are relevant to the learners’ professional experiences. </li></ul><ul><li>Learners’ success is based on their own expectations prior to starting the course. </li></ul><ul><li>Learners are encouraged to interact with teachers and other learners but are not required to do so. </li></ul>
  12. 12. Development of Course Materials - Strategies <ul><li>Strategies to achieve course objectives include: </li></ul><ul><li>1. Listening to audio recordings of native speakers </li></ul><ul><li>2. Studying definitions and examples of phrasal verbs and expressions in situations that mirror real life. </li></ul><ul><li>3. Completing quizzes based on real-life situations that evaluate learners’ progress </li></ul><ul><li>4. Production of writing samples reflecting real professional situations and evaluated by native English teachers </li></ul>
  13. 13. Course Implementation <ul><li>Enrollment in the course is optional and continuously open so that learners can begin and finish at their leisure. </li></ul><ul><li>The success of the course is based on the continued motivation for students to complete all tasks and activities related to the course. </li></ul>
  14. 14. Evaluation <ul><li>Learners measure their success based on their expectations prior to starting the course. The course designer, however, recommends that only scores above 80% in both the quizzes and the written compositions should be considered successful. </li></ul><ul><li>The course is successful if learners show continued motivation and interest in completing all course activities. </li></ul><ul><li>Learner feedback will be evaluated and future course design will take these survey results into account. </li></ul>