Applying the ADDIE Model in Rapid eLearning
ADDIE into Rapid Resolution (in the Workplace)
Analysis
Summary of actions steps: Figure out what problem you are trying to solve. Brainstorm who needs to know what and how it might best be taught. Rapid resolution: Meet with or survey stakeholders to determine the primary purpose of the training and the main goal. As the SME and instructional designer, you need to know the timeline, budget and intended audience. Examples: As this on-the-job training must be implemented relatively quickly, the central goal of the project must be well articulated and agreed upon by management. Conducting a quick survey to extract the priorities and objectives for the training will be more efficient than a series of meetings and discussions.
Design
Summary of actions steps: Create your plans to solve it. Determine the learning outcomes and design and instructional model. Rapid resolution: Identify a learning platform, break the goal(s) of the training down into individual objectives and strategize the methods for delivering the necessary content. Consider if/how the LMS will allow for assessing trainee progress and achievement. Examples: Select an LMS that provides templates and (relevant) graphics as well as easily generating a quick assessment. The priority here is to choose a platform that will allow the SME to focus their attention on the objectives rather than requiring technical knowledge. The budget for technology must also be considered when selecting the platform.
Development
Summary of actions steps: Flesh it out by creating content and lesson plans. Rapid resolution: Take any previously developed content that can be converted into a digital format and port it. Create diverse methods of instruction using PowerPoint, voiceover audio, screenshots, graphic depictions, video clips and the like—making it visually and auditorily engaging. Examples: Again, use built out tools available online (as with the selection of the platform) rather than creating delivery methods from scratch. Try to bring roughly sketched out curriculum or training manuals to life. When training is for employees, it’s best to make it engaging; however, the training may also need to be updated at intervals, so choosing simpler tools is preferable.
Implementation
Summary of actions steps: Prepare and execute. Provide the tools for successful implementation and test it out. Rapid resolution: Make sure there is adequate (technical) support for the platform and that it is easily accessible to users. Pilot training with stakeholders. Examples: Walk through the course troubleshooting and correcting errors. On the job, managers will need the instructor to demo the course before releasing it to be viewed by the intended audience. Even if the course functions well, there may be content that requires revision.
Evaluation
Summary of actions steps: Survey the results and make appropriate alterations. Gather feedback from all stakeholders and revise accordingly. Rapid resolution: After delivering the course to trainees, seek feedback from stakeholders and determine whether training needs “tweaking” before it continues to be implemented or before any additional trainings are developed. Examples: In the workplace, it is important to evaluate whether or not job performance in the intended area has in fact improved as a result of the training. If it has not, adjustments must quickly be made in order to achieve the goal of the training.
Understanding by Design: A Scenario
A Discussion of the Dick & Carey Model
Transcript of Dick and Carey Model Description:
So I want to talk for a couple of minutes about the Dick and Carey model of instructional design. I was not familiar with this model at all, prior, however, it definitely provides a helpful, structured approach to designing a learning experience.
The first step is to determine the Instructional Goals. What is the program’s mission and objectives? What’s the purpose of the course or program? What’s the real-world application going to be?
Next, we need to conduct an Instructional Analysis. This involves considering what students need to know as well as what they need to know how to do to in order to tackle the objectives. The objectives really need to be broken down into even smaller chunks and competencies at this point. Also, determine where are students now—in terms of knowledge and ability as relates to the subject at hand—and how you can move them to meet the goal(s) of the course. Finally, consider what learning theories will can be applied.
The third step is to consider Entry Behaviors & Learner Characteristics. Figure out who your audience is and what they know. You want to consider how the student demographic should impact your instructional approach. Hopefully, this will provide the insight needed to determine what type of support and scaffolding students will require. The goal is for instructional delivery to be targeted.
Fourth is identifying Performance Objectives. You need to articulate the intended learning outcomes, which means what students will be able to do at the completion of the course. These always need to be measurable by some form of assessment; so keep that in mind.
The fifth step is creating Criterion-Referenced Test Items. This is when you develop methods of assessment that will determine if outcomes have been achieved, so these assessments need to be clearly connected to the learning outcomes you’ve developed.
Next comes Instructional Strategy. You’ll want to create an instructional approach; that means developing lesson plans, activities, projects, group assignments—figure out the meat and potatoes of your course.
Tied to this, of course, is the need for Instructional Materials needed to execute your lesson plans. Create and find course materials, handouts, PowerPoints, “props,” textbooks, and supplemental texts—software, whatever you need to make your lesson plans work.
Nearing the end, you need to make time for Formative Evaluation. You need to see how it’s going before it’s too late to make changes. Ask for feedback on projects, have “check-ins” with your students or even pop quizzes. And, of course, you can always observe and reflect on what’s working. Formative evaluation should happen within the context of any class not just in a pilot program.
Finally, step nine is Summative Evaluation. This is necessary to determine the effectiveness of the instruction—basically whether students learned what they needed to know. This is achieved with something like a culminating exam or project. It can also result in revision before the next unit or cohort begins.
The Dick and Carey model definitely makes sense, but I think that because it provides more detail—more steps—than the ADDIE model, it also can overcomplicate things a bit. It might scare off a novice instructor if there isn’t a mentor on hand to guide them through applying the steps. In that regard, I prefer ADDIE for its simplicity; it’s more intuitive, and it definitely mirrors the way I approach teaching.
The Addie Model
https://mm.tt/1136023447?t=D67lYdKoVo
I had heard of the ADDIE model before, but before this week’s lesson, I didn’t really know what it was. Having been a college instructor for many years, I can see that it’s really just a simple explanation of the intuitive steps needed to create a successful instructional model. The action steps for each phase can be determined by considering your audience, their needs and the outcomes you desire to see. Then it’s really just a matter of creating the content to fulfill your objectives and assessing and surveying to see if it’s working. It’s definitely a circle that never ends, as there’s always room for improvement, not to mention (generally speaking) an ever-changing audience.
Instructional Design Models Course Introduction
Reflections on Using Canva
I chose to use Canva (https://www.canva.com/) for my final project: the Learning Theories Chart.
I chose this tool because I was so challenged when initially learning to use it, and I’d like to become far more comfortable with it.
You can find this final project on my “Learning Theories Chart” page.
It seems to me that Cognitivism has come into play as I’ve developed some basic skills when it comes to creating infographics in Canva.
I am an auditory processor, and visual-based projects are a real challenge for me. Being exposed to several good examples of infographics in the curriculum and having a tutorial video demonstrating how to use Canva were simply essential to my learning. Having a model to work from gave me a clear sense of what I was striving to attain. Having multiple examples to pull from exposed me to the range of possibilities. Having the option to revisit the tutorial video as many times as necessary was invaluable.
I’ve long been skeptical of online versus direct instruction learning, but understanding how useful it is to be able to revisit a lecture was definitely an “ah-ha” moment for me.
To be honest, Behaviorism played a role in my education too, as I had to hold myself to strict deadlines in order to get the work finished!
Instructional Design Portfolio 