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ADDIE

ADDIE. Presented by Lisa Mitchell Robert Nixon Pam Rainey Ron Reyer. The ADDIE Model. ADDIE an acronym for:  A nalysis   D esign  D evelopment  I mplementation  E valuation 

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ADDIE

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  1. ADDIE Presented by Lisa Mitchell Robert Nixon Pam Rainey Ron Reyer

  2. The ADDIE Model

  3. ADDIE an acronym for: Analysis Design  Development Implementation Evaluation  ADDIE is the basis for almost all Instructional Systems Design. http://www.e-learningguru.com/articles/art2_1.htm Introduction to Instructional Design and the ADDIE Model by Kevin Kruse

  4. Go Back at any stage The steps do not always fall in the same order. For instance, evaluation may take place after any phase of the model. This flexibility balances the systematic linear approach.

  5. The Instructional Designer works with • the Instructor • a subject matter expert • an assessment team or an evaluator Together, they take into account the needs of the student and the goals of the course. Student evaluations and peer reviews may be utilized at this stage. • http://lts.ncsu.edu/guides/instructional_design/index.html • Learning Technologies Service 1998 Summer Workshop Series Instructional Design

  6. In the 1960’s efforts to find solutions for the failings of the educational system found instructionally designed courses twice as successful as an otherwise designed course four times more successful than courses with no systematic training or design. http://www.pignc-ispi.com/articles/education/brief%20history.htm A Brief History of Instructional Design By Douglas Leigh

  7. Almost all successful instructional design systems use some form of ADDIE

  8. http://www.cogsim.com/idea/idea/isd.htm#steps

  9. Other Advantages of ADDIE • Cost effective • Saves time • Promotes effective learning • Consistent • Effective in training • http://en.wikibooks.org/wiki/Instructional_Technology/Instructional_Design/ADDIE

  10. Analyze Who What Where When Why By Whom

  11. Needs Assessment • What knowledge and skills does the learner need to acquire?

  12. Audience Analysis • Who will be enrolling in the course and what do they bring to the course as far as skills, experience, equipment, etc.?

  13. Content Analysis • Does the needed content already exist?

  14. Technical Analysis • Establish minimum technological requirements for the learner • Establish what software and hardware will be needed to develop the course • Establish what course management systems and server capabilities • Establish what software and hardware the instructor and developer will require

  15. Structural Analysis • What should the structure of the course be?

  16. Resource Assessment • Are there materials that can be used?

  17. Our ADDIE process in action -The Analysis Phase Before beginning our group project, our group reiterated the task put before us by Barbara. We determined: What our task was Who the target audience was When would we work on the project Where we would converse and plan By whom would each part be accomplished Why we were following certain procedures

  18. Our ADDIE process in action -The Analysis Phase Overview, scope and introductory letter to the target audience.

  19. ADDIE: The Design Phase • During this phase of the ADDIE process, the instructional designer creates a plan to help the students learn new material. • To begin doing this, the instructor needs to look back at the results of the first phase of the ADDIE process to determine what the learners already know.

  20. Design Phase Step 1-Planning Instructional Strategy During this step of the Design Phase, the instructor makes decisions concerning the following areas: • Grouping and sequencing of course material • The instructional methods and tactics that will be used to present material • The assessments that will be used, and how they will measure a learner’s achievements

  21. Continuing with this step of the Design Phase, the instructional designer needs to decide whether to include some or all of the following types of activities: Drills Applied Practice Group Discussions Group Projects Modeling Scenarios Design Phase Step 1-Planning Instructional Strategy

  22. Design Phase Step 1-Planning Instructional Strategy To conclude Step 1 in the Design Phase, the instructor needs to decide which types of assessments should be used to monitor the progress and success of students. The type of assessment chosen should fit the learning goal.

  23. During the second step of the Design Phase, the instructional designer needs to choose the mode of delivery for the course. Possible options include: Asynchronous e-learning Synchronous e-learning Instructor-led lessons Self-study, paper-based materials Design Phase Step 2-Choosing the Course Format

  24. Design Phase Step 3-Creating the Instructional Design Document In the final step of the Design Phase, the instructional designer creates a document that will function as a sort of blueprint guide for building the course. The complexity of the document will be determined by the number of elements to be included in each course.

  25. Our ADDIE process in action -The Design Phase Our group progressed through the ADDIE process in addressing the educational needs of the faculty. When we were deciding how to best instruct you in the use of the ADDIE process, the Design Phase our group worked through involved the following steps:

  26. Our ADDIE process in action-The Design Phase • Step 1- We decided to use a PowerPoint presentation as our method of instruction. • Step 2- We decided that the course would be most effective in an instructor-led format, with the faculty viewing the group presentation.

  27. Our ADDIE process in action-The Design Phase • Step 3- We created an outline to use as our instructional design document. This gave us each an idea of the direction we needed to go, and it also clarified the tasks assigned to each group member. Once this step in the design phase was complete, we were ready to move on to the next phase of the ADDIE process.

  28. ADDIE: Development Phase Production Begins: • Design structure and flow of information. • Utilize instructional technologies to develop exercises and activities. • Prepare Presentation of information in a visually appealing way. • Offer suggestions to engage the learner.

  29. ADDIE: Development Phase Points to ponder: • So what tools do we need to develop to teach about ADDIE? • Maybe an Introduction to the Instructional Design Process featuring ADDIE • A PowerPoint overview of how we designed this lesson from A through E • An invitational letter to the perspective audience • Formative Evaluation

  30. ADDIE: Development Phase Remember: ‘Technically advanced and instructionally sound products will be desired by end users solely because of their technological superiority’ (Surry & Ensminger 2003). It’s all about the user.

  31. ADDIE: Implementation Phase Presentation to the students: • Generates the instructional interaction. • Designed activities and instructional processes are performed. • Creates an environment conducive to learning the designed instructional materials.

  32. ADDIE: Implementation Phase Points to ponder: • What do we need and when • Who needs it • Learning center and instructional staff preparation • Subordinate skill checking / remediation – can we all read? • Formative Evaluation

  33. Evaluation • This component of the ADDIE process measures the efficiency and effectiveness of the instruction. • Evaluation may be formative or summative.

  34. Formative Evaluation Takes place during and after each stage in ADDIE. Identifies problems before the end of the project. Helps ensure success. Are things going as planned? Have new issues or changes occurred?

  35. Summative Evaluation • Occurs after final implementation takes place • The purpose of this type of evaluation is to assess the general effectiveness of the instruction that has taken place. • Results from the summative evaluation are often used to determine needs for future instruction.

  36. Types of Summative Evaluation • Surveys • Interviews • Quality of projects or products produced by students

  37. Our ADDIE process in action – The Evaluation Phase For our group, the Evaluation Phase occurred throughout the ADDIE process, as we refined our presentation ideas and product. (Formative evaluation) The Evaluation Phase will continue as we receive feedback from you about the effectiveness of our presentation. (Summative evaluation)

  38. Resources Braxton, Sherri, Bronico, Kimberly, Looms, Thelma. The Computer Science Department, George Washington University. Washington, D.C. Available as of 9/23/00 at: http://www.seas.gwu.edu/~sbraxton/ISD/general_phases.html. Retrieved on 9/14/2006.

  39. Resources ADDIE.Retrieved on September 18, 2006, from http://www.intulogy.com/addie/design.html . Instructional Design Models http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html

  40. References • http://www.e-learningguru.com/articles/art2_1.htm • Introduction to Instructional Design and the ADDIE Model by Kevin Kruse • http://lts.ncsu.edu/guides/instructional_design/index.html • Learning Technologies Service 1998 Summer Workshop Series Instructional Design • http://www.pignc-ispi.com/articles/education/brief%20history.htm • A Brief History of Instructional Design By Douglas Leigh • http://www.cogsim.com/idea/idea/isd.htm#steps • http://en.wikibooks.org/wiki/Instructional_Technology/Instructional_Design/ADDIE

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