ANALYSIS |
= preparation to determine instructional goal(s) & learner needs |
Summary of Action steps |
Analyze learner needs, determine learning objectives, set instructional goals/objectives/behavioral outcomes and steps/tasks required to meet them. |
Rapid resolution |
Time and resources are needed in abundance in A.D.D.I.E. model to answer questions required for above, so instead work with a subject matter expert (SME) at most, eliminating other stakeholders, to be sure to align learning goals with the needs of the organization, the learner, and/or the customer. It is essential to determine what learners need to know/understand/be able to do to meet the needs of the organization. |
Examples |
Instead of complicated front-end planning, have templates or generic plans on hand, as well as preset questions to help guide to appropriate objectives. This can be in the form of a syllabus template, LMS topics/module template, etc. Determining learner needs can be done via online forms, surveys, psychometric tests, etc. |
DESIGN |
= determination of instructional content |
Summary of action steps |
Create course format, instructional strategy, and assessment design. Work with SME to plan instruction: identify learning steps, tasks, methodologies, media/resources, activities, assessment of understanding; determine sequencing and reinforcement; create storyboards and outlines; apply visual design and user interface. All the way, instructional strategies must be checked so that they align with learner outcomes. |
Rapid resolution |
Design master course plan (iteratively, with SME involvement), again making use of templates. Consider all collected details and keep in mind information delivery and/or required learner performance. |
Examples |
Use analysis results, templates, and software in the design. Determine what technology is readily available for use. The instructional designer (ID) could use authoring tools and work alone in the iterative design process, eliminating unnecessary steps and having involvement of too many stakeholders. |
DEVELOPMENT |
= content creation |
Summary of action steps |
Develop course materials: syllabus, lectures, readings, multimedia, resources links. Depending on scale of instruction, creating samples and conducting run-throughs may not be required, but any Q&A testing should be done prior to the next phase. A small focus group can be used to provide feedback for revisions if possible. |
Rapid resolution |
Use templates for syllabi. Don't reinvent the wheel but instead use third party content. Allow instructor more autonomy by allowing him/her to drop in content/materials to a template. Chunk information into simple click-though modes that allow learners flexibility to move easily through instruction and skip over irrelevant parts if appropriate. |
Examples |
To streamline the process, ID can the authority to create, review, and approve own instructional design (with SME involvement/approval). The use of authoring tools can enhance and speed up this process, especially if previous templates for similar learning courses are reused. ID can make use of easy-to-make PPT, eLearning authoring tools compatible with PPT and other common media tools. ID should create formative quizzes or questions (with example answers or keys) embedded into content itself so that learners are assessed throughout learning process. Visual media should be inserted when helpful and should be easily changeable. Royalty/attribution-free media may work fine and eliminates hassle/costs. |
IMPLEMENTATION |
= steps before rollout of instruction |
Summary of action steps |
Arrange and check learning space (approve final content, upload and publish to LMS, check links, etc.), train instructors (provide ongoing support), prepare learners (enrollment, software orientation, ongoing support, etc.), deliver content with ongoing formative assessment. |
Rapid resolution |
Again, streamline the action steps with use of authoring tools and templates. This is in place of spending weeks communicating with many stakeholders regarding decisions, revisions, amendments before taking the instruction to an LMS, and then subsequently taking even more time debugging and revising once onlineMake use of tools that have instructional training already available to reduce or eliminate faculty training. Learner training can then be supplied by content instructors if systems are simple enough. |
Examples |
Allow for testing out of instruction if appropriate; have a training session with the instructors on how to facilitate the learning program so they can better help the learners. |
EVALUATION |
= formative: throughout instruction; summative: at end of instruction |
Summary of action steps |
Investigate learner reactions, quantity and depth of learning, assess behavior outcomes, conform results (summative); get feedback throughout implementation process via individuals or groups (formative). This is done to determine what changes should be made to improve the course after it is presented. |
Rapid resolution |
Determining if the instruction has been successful in the A.D.D.I.E. model is often a long and complicated process. Here, evaluation methods are based on templates and are relatively simple. The main focus is summative - on determining if instruction meets learning outcomes. This however, does not meet formative assessment throughout cannot and should not be implemented, especially if quickly and easily accomplished and help in tracking learner progress. |
Examples |
A simple feedback system should in place for instructors to evaluate their own training as well as the actual instruction from their perspective. Having built-in formative assessment throughout will reduce busy work for instructors as well as keep learners aware of their own needs and progress. ID should make use of simple online/web-based assessments templates and feedback surveys at end of instruction. |
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