ADDIE

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ADDIE

• Instruction Design Systems

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ADDIE

• A
• D
• D
• I
• E
• The ADDIE model is the generic process
  traditionally used by instructional designers and
  training developers.
• The five phasesAnalysis, Design, Development,
  Implementation, and Evaluationrepresent a
  dynamic, flexible guideline for building
  effective training and performance support tools.

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Analysis Phase

• In the analysis phase, the instructional problem
  is clarified, the instructional goals and
  objectives are established and the learning
  environment and learner's existing knowledge and
  skills are identified. Below are some of the
  questions that are addressed during the analysis
  phase
• Who is the audience and their characteristics?
• Identify the new behavioral outcome?
• What types of learning constraints exist?
• What are the delivery options?
• What are the online pedagogical considerations?
• What is the timeline for project completion?

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Development Phase

• The development phase is where the developers
  create and assemble the content assets that were
  created in the design phase. Programmers work to
  develop and/or integrate technologies. Testers
  perform debugging procedures. The project is
  reviewed and revised according to any feedback
  given.

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Implementation Phase

• During the implementation phase, a procedure for
  training the facilitators and the learners is
  developed. The facilitators' training should
  cover the course curriculum, learning outcomes,
  method of delivery, and testing procedures.
  Preparation of the learners include training them
  on new tools (software or hardware), student
  registration.
• 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 Web site is
  functional.

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Evaluation Phase

• The evaluation phase consists of two parts
  formative and summative. Formative evaluation is
  present in each stage of the ADDIE process.
  Summative evaluation consists of tests designed
  for domain specific criterion-related referenced
  items and providing opportunities for feedback
  from the users.

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Design Phase

• The design phase deals with learning objectives,
  assessment instruments, exercises, content,
  subject matter analysis, lesson planning and
  media selection. The design phase should be
  systematic and specific. Systematic means a
  logical, orderly method of identifying,
  developing and evaluating a set of planned
  strategies targeted for attaining the project's
  goals. Specific means each element of the
  instructional design plan needs to be executed
  with attention to details.
• These are steps used for the design phase
• Documentation of the project's instructional,
  visual and technical design strategy
• Apply instructional strategies according to the
  intended behavioral outcomes by domain
  (cognitive, affective, psychomotor).
• Design the user interface and user experience
• Prototype creation
• Apply visual design (graphic design)

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IST What is that?

• IST or Instructional Systems Technology as
  defined in 1994 is the theory and practice of
  design, development, utilization, management, and
  evaluation of processes and resources for
  learning (Seels Richey, 1994). IST links
  together technology and best learning practices
  to the advantage of all the stakeholders
  learner, instructor, organization, and society.
  When we, as a field, say technology we mean
  anything, not just computers, which can be used
  to meet the goals of the learning process. To
  eliminate any initial confusion, IST is simply
  another name for Instructional Technology (IT).

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Fast Prototyping

• Designing While Delivering
• One of the items in my list of principles for
  faster, cheaper, and better design of training is
  to build airplanes while flying them.
• A pilot test of the new training package the next
  Monday. My client becomes skeptical and
  suspicious since it is Thursday afternoon now.
  But he agrees to assemble a group of participants
  for the pilot test on Monday.

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Step 1

• To test his suspicion that a lot of content
  already exists in different places, I google
  leadership skills and find more than a million
  documents available. Next, I go to Amazon.com and
  find more than 75,000 books on the topic. I
  browse through the list and select 30 different
  titles (judging many of the books by their cover)
  and order them to be shipped overnight.

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Step 2

• On the fateful Monday, I drag in three cartons of
  books and dump them in the middle of the workshop
  room. Without any preamble, I announce, We are
  going to master powerful practical leadership
  principles and procedures. Here's what I want you
  to do Each one of you grab a book from these
  piles. Choose any book you like. Later, if you
  don't like it, throw it back and pick a
  substitute. Then grab a highlighter. Sit down
  anywhere you want and speed-read the book. You
  have 20 minutes to discover six practical ideas
  that you can use tomorrow on your job. Highlight
  these six ideas. If you finish ahead of time,
  read some more and see if you can locate better
  ideas.

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Step 3

• After 20 minutes, I blow a whistle and ask
  everyone to find a partner. When everybody is
  paired up, here are the instructions I give
• Take turns sharing your leadership ideas to each
  other. Share one idea at a time. When you are
  listening, practice all of your active listening
  skills. Lean forward, maintain eye contact, make
  enthusiastic noise, and take notes. You have
  another 20 minutes. If you finish sharing all 12
  ideas before time's up, talk to your partner
  about how you plan to apply these ideas
  tomorrow.
• After 20 more minutes, I ask each pair of
  participants to join another pair. In each group
  of four, participants take turns to share ideas
  presented by their partners during the previous
  round. So in another 20 minutes each participant
  listens to 12 new ideasin addition to the
  original 12 they shared during the previous
  round.
• A few participants complain that some of the
  ideas are exactly the same. I say, That's
  wonderful! This reinforces the validity of the
  ideas.
• Other participants complain that some ideas
  contradict each other. I say, That's wonderful!
  You have discovered the concept of situational
  leadership. These ideas work effectively in some
  contexts and fail miserably in others.
• Twenty minutes later, I announce the final round
  I ask each group of four to select the most
  practical idea and send a representative to the
  front of the room to explain it to everyone else.
• Later I have participants discuss similarities
  and differences among these ideas. I conduct five
  other activities, all related to practical
  leadership principles that can be applied to
  authentic job-related situations.

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ID Plan

• The Morrison, Ross, and Kemp model or ID Plan
  is a classroom orientation model that focuses on
  curriculum planning. The ID Plan approach is
  from the learners perspective rather than that
  of the content. This model allows entry at any
  point in the process and emphasizes centrality of
  evaluation and environment surrounding
  instruction. This circular or elliptical model
  allows instructional problems, learner
  characteristics, task analysis, instructional
  objectives, content sequencing, instructional
  strategies, and message design, as well as
  development and evaluation of instruction to be
  revised at each stage. This formative evaluation
  is encircled by consistent management and support
  such as summative evaluation, support services
  and project management (Molenda, 2006).

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Where to learn more

• For more information on educational and
  instructional technologys history and evolution,
  suggested readings are C.G. Gentrys
  Instructional technology Past, present, and
  future in Educational technology A question of
  meaning or B.B. Seels and R.C. Richeys
  Instructional technology The definition and
  domains of the field. These two references
  gather expert opinions, systematically define
  technology, ET and IT and are excellent resources
  for new students.

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Marias Approach

• Eclectic framework
• Mix of behavioral and cognitive learning theories
  (Molenda 2006)
• Demonstrates that instructional frameworks
  frequently arise from a combination of theories.
  The Eclectic Framework incorporates Gagnes
  theory and instructional framework. Gagnes work
  is distilled into other adaptations such as
  Stolovitch and Keepss universal model and
  Russells Objectives Alignment Framework.
• Formative Evaluation
• Components of the Systems Approach Model (Dick,
  Carey, Carey, 2001)
• Emphasis (Molenda, 2006)
• Dick and Careys systems approach model
  specifically emphasizes formative and summative
  evaluation.

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References

• AECT (2004). Educational technology Definition
  and glossary of terms (pre-publication draft)
  (pp. 1-10). Washington, DC Association for
  Educational Communications and Technology.
• AECT (1977). The definition of educational
  technology. Washington DC Association for
  Educational Communications and Technology.
• Gentry, C.G. (1995). Educational Technology a
  question of meaning. In G.J. Anglin (Ed.),
  Instructional Technology Past, Present, and
  Future (2nd ed.) (pp. 1-10). Englewood, CO
  Libraries Unlimited.
• Januszewski, A. (2004). Stasis and change in the
  definition of educational technology. TechTrends,
  49(1), 45-46.
• Molenda, M. (2006). Introduction to Technology
  Part 2. Retrieved January 17, 2007 from the
  Indiana University Oncourse Module B
  Instructional Technology Overview Syllabus
  Website http//www.indiana.edu/istr511/hubbard-w
  elsh06fall/Module20B.html.
• Seels, B.B. Richey, R.C. (1994). The 1994
  definition of the field. In Instructional
  Technology The definition and domains of the
  field (pp. 1-22) Washington, DC Association for
  Educational Communication and Technology.
• Thiagi Oct 2007 Issue

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References

• Dick, W., Carey, L. Carey, J. O. (2001). The
  systematic design of instruction (5th ed.). (pp.
  2-14). New York Longman.
• Driscoll, M.P. (2000). Gagnes Theory of
  Instruction. Psychology of learning for
  instruction. (2nd ed.). (pp. 341 - 372). Boston,
  MA Allyn Bacon.
• Foshay, W.R., Silber, K.H., Stelnicki, M.B.
  (2003). The Cognitive Approach to Training
  Development. Writing training materials that
  work. (pp. 9-21). San Francisco, CA
  Jossey-Bass/Pfeiffer.
• Foshay, W.R., Silber, K.H., Stelnicki, M.B.
  (2003). A Cognitive Training Model. Writing
  training materials that work. (pp. 23-32). San
  Francisco, CA Jossey-Bass/Pfeiffer.
• Heinich, R., Molenda, M., Russell, J. Smaldino,
  S. (2002). Media, Technology and Learning.
  Instructional media and technologies for
  learning (7th ed.). (pp. 5-21). Columbus, OH
  Merrill Prentice-Hall.
• Molenda, M. Russell, J.D. (2006). Instructional
  Development Models and Lesson Frameworks.
  Excerpted from Instruction as an intervention. In
  J.A. Pershing (Ed.), Handbook of Human
  Performance Technology (3rd ed.) (pp. 1-11). San
  Francisco Pfeiffer.