Download - ADDIE Module of Design
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Learning outcomes Provide a definition for the process of Instructional Design
Describe and explain the Analysisphase of theinstructional design process
Describe and explain the Design phase of theinstructional design process
Describe and explain the Development phase of theinstructional design process
Describe and explain the Implementation andEvaluationphases of the instructional design process
Describe what an interactive multimedia lesson should
look like Identify some key design principles for the design of
interactive multimedia
Design an interactive multimedia lesson within SouthAfrican context
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The Addie-model
Analysis
Design
Development
Implement
Evaluate
Revise
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ADDIE-model of instructional
design
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The Analysis phase
Learning about learners:
What can they do? And what do they know already?
known and unknown competencies?
language skills? typing skills and mouse skills?
what technology can they use?
motivation?
learning styles?
Learning about the curriculum and contentrequirements:
critical and learning area outcomes are met
content is presented in a certain way
types of learning activities
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The Design phase(1 of 4) Analysing the outcomes:
skills
knowledge
attitudes and beliefs
outcomes (learning goals) must be meaningful
measurable and observable objective
Objectives must be clearly stated
Developing initial content ideas:
Brainstorming ideas for content and approach
Elimination of some initial ideas
learners pre-knowledge, computer skills, attitudes, age(learnersdemographics)
amount of subject matter, capability of computer system,
ability of the developer
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The Design phase(2 of 4)
Preliminary programme description:
Instructional analysis
Identifying types of learning indented outcomes
Choosing a methodology learning experiences tutorials,
drill and practice,
simulations,
problem-solving
Design principles
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The Design phase(3 of 4)
Preliminary programme description
Factor decisions methodology chosen: Feedback when, how much, way of feedback
Question types multiple choice, true or false, one-word
Learner control Motivation
Judging learners answers
Sequence description - order by which information will bepresented:
Opening screen
Directions
interaction
Method of item selection
closing
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The Design phase(4 of 4)
Storyboard visual way of presentingthe design that has been decided
Ongoing evaluation:
Formative
Summative
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The Development phase(1 of 2)
Development the entire process ofproducing refining and validating theprogramme:
Programming software MacromediaAuthorware, Macromedia Director or AsymetricToolbook
Web authoring software - Macromedia
Dreamweaver Microsoft FrontPage, Coldfusion Image-editing software CorelDraw, Adode
Photoshop or Microsoft PhotoDraw
Software sound, graphics or animations
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The Development phase(2 of 2)
Steps to be considered or followed:
The development of a project management plan timeand money
Preparing of the text components MicrosoftWord
Authoring of the separate pages or screen every singlescreen is developed (text, graphics, video, animations,hyperlinks, navigation buttons)
Creation ofgraphics, sound and video professionalhelp
Assembling the pieces in the sequence that wasdecided on during the design phase
Preparation ofsupport material guide, help pages,additional content, exercises and contact details for thedevelopers
Design principles
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Implementation and Evaluation phases
Phases are related inter-dependent
Evaluate the effectiveness of the piece
Alpha testing Done by design + development team Use evaluation forms and style manual
Beta testing Select learners, explain procedure
Determine prior knowledge Observation, interviewing, assess
Revision
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Principles for effective design (1 of 3)
The importance ofmotivation intrinsicand extrinsic: Clearly stating the benefits of learning
Invoking curiosity Start with a pre-test that leaves learners wanting
to learn why their answers were right or wrong
Challenge learners
Increase the difficulty gradually
Keep the differences in the learners inmind: Learning style preferences
Intelligences, pace, control
Simplify learning activities
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Principles for effective design (2 of 3)
Emphasise important content:
Focus attention
Avoid distractions
Consistency colour, text
Include opportunities for practice:
Repeated practice improve recall
Stimulate thinking, not mere clicking:
learners must think about the material
compare, contrast and integrate separate ideas
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Principles for effective design (3 of 3)
Help learners to see association:
encourage learners to explore and idea from differentperspectives
Consider the limitations ofhuman perception
andmemory: Working memory is short-term memory
keep content simple, short and to the point
organise information into a small number ofchunks
after presenting a concept, immediately let the learnerspractice applying the concept verify understanding
eliminate the unnecessary materials
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Secrets of user-interface design
Keep context clear Title pages
Introduce the subject
where-am-I? cues :overview>Getting started>Step 1 consistent and logical design information guide and feedback
Keep interaction simple
What is a user interface?
User frustrations
Consistency in design banner, secondary content, colour background navigation buttons exit, help, menu, back, next
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A multimedia lesson Introduction
A title page
The outcomes
The direction for use should be stated
It may also be important to do learner identification
Presenting the content: method (tutorials, orsimulations)
Aspects to consider-
learner control provide help
assessment true or false, multiple-choice, matchingitems, text-input/fill-in-the-blanks, click-in + feedback
Ending a programme: temporarily or permanently
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A multimedia lesson
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