think like an isd 2013
TRANSCRIPT
Using the ADDIE Model
Audrey CutlerSpring 2013
http://learnmoretu.blogspot.com
Systematic Design
ADDIE
Instructional Designers /Subject Matter Experts
Kanji Takeno, Towson University, Retrieved on Mach 3, 2010 from:http://towson.edu/photographicservices/image_gallery.asp
Instructional Systems Design
Instructional Design or
Goal
Objectives
Using materials provided during the presentation, students will be able to:Demonstrate familiarity with the tasks, outcomes
and goals of each phase of the ADDIE model by correctly matching 80% of tasks or tools to their corresponding design phase. Recognize elements of behavioral objectives.
Solve instruction challenges using a shared approach – the ADDIE model.
ADDIE Model
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
ADDIE Model
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
Needs Analysis
• What is the need or problem?
• Is there an appropriate instructional solution?
• What are the resource needs and limitations?
• What is the audience population profile?
• What are the obstacles?
• Do I have everything I need to write objectives and evaluations in the design phase?
(Hodel, 2000)
What is the need?What is the root cause?
Is this a problem that must be solved with an
instructional solution or is there another way?
Licensed under the Creative Commons Attribution-Share Alike 1.0 Generic license. Retrieved March 3, 2010 from http://commons.wikimedia.org.
Christian Møller. (2007). Road trip. Retrieved on March 3, 2010 from:http://chrmc.dk/wp.
Party Planning Co.
You’re a newinstructional designer
Let’s ANALYSE this!
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content/uploads/2011/04/Bunny-napkins.jpg
http://files.recipetips.com/kitchen/images/refimages/seasonedin
sight/napkins/peacock/peacock8.jpg
Training Request: Fix problem of droopy napkin sculptures
You need to first find out:Is this a problem that can be solved with an
instructional solution?
What are some possible causes?
How can you get the information you need to answer these questions?
write + pair + share
Solutions
What is at least one
NON-educational
solution to this issue?
What is at least one
educational solution
to this issue?
What are the goals of training?
Difference between performers’
and needed:
Current
Knowledge
Skills
Attitudes
http://files.recipetips.com/kitchen/images/refimages/seasonedin
sight/napkins/peacock/peacock8.jpg
http://files.recipetips.com/kitchen/images/r
efimages/seasonedinsight/napkins/peaco
ck/peacock8.jpg
Task Analysis
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content/uploads/2011/04/Bunny-napkins.jpg
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content/uploads/2009/03/bunny-napkin-instructions-large.jpg
Task Analysis
Task AnalysisDefine in observable terms –
–General duties
– Specific tasks and their descriptions, decide:
• What decisions are required to perform this task?
• What subtasks are needed?
• What information/knowledge is needed to perform this task?
• What are the needed inputs/outputs of each task?
Task Analysis: Plan and Execute an World Series Party
1. List three or four major duties to be carried out to get ready for the party.
2. Pick one duty from prior step. Break it down into 3-5 tasks (and subtasks, if appropriate).
3. For each task: Identify the specific knowledge needed for the task, decisions required during each task, inputs (needed conditions, resources) & outputs (something produced by the task)
http://atssportsblog.com/wp-content/uploads/2009/06/orioles-baseball.jpg
ADDIE Model
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
Design
Objectives
Matching assessments
Instructional plan
GoalsAnalysis
ObjectivesA – Audience
The learners
B – Behavior
What should the learner be able to do as a result of this instruction?
C – Condition
Any special conditions required to demonstrate mastery?
D – Degree
What performance is good enough?
Objective
Using materials provided during the presentation, ISTC 541 students should be able to: Demonstrate familiarity with the tasks, outcomes and goals of each phase of the ADDIE model by correctly matching 90% of tasks to its corresponding design phase.
Matching Assessments
ADDIE Model
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
Development
• Material production
• Pilot testing –
Does this solution work as planned?
ADDIE Model
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
Implementation
Student meets instructionCaptive audienceAsynchronous courseCoachingOn-the-job trainingJust-in-time resource
Kanji Takeno, Towson University, Retrieved on Mach 3, 2010 from:http://towson.edu/photographicservices/image_gallery.asp
ADDIE Model
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
Evaluation
“Have we solved the problem?”
“What is the impact [of the training solution]?
“What needs to be changed?”
Seels, B., & Glasgow, Z. (1990).
Match the following
Analysis
Design
Development
Implementation
Evaluation
Talk with Subject-Matter Experts
Student attend a class
Write Goals
The Information Gathering Phase
Write Tests
The Planning Phase
Produce a handout.
Perform aTask Analysis
Pilot Test the instruction
Define instructional problem
References
Hodell, C. (2000). ISD from the ground up. Alexandria, VA: ASTD Press.
Holland, G. P., (2005). Basics of instructional design. Retrieved March 3, 2010 from: http://wwwnew.towson.edu/adminfinance/ots/ciat/isd
Seels, B., & Glasgow, Z. (1998). Making instructional design decisions (2nd ed.). Upper Saddle River, NJ: Merrill.