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ADDIE

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ADDIE. Presented by. Lisa Mitchell. Robert Nixon. Pam Rainey. Ron Reyer. The ADDIE Model ... The Computer Science Department, George Washington University. ... – PowerPoint PPT presentation

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Title: ADDIE


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
  • 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.

Go Back at any stage
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/in
    dex.html
  • Learning Technologies Service 1998 Summer
    Workshop Series Instructional Design

6
  • In the 1960s
  • 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.htmsteps
9
Other Advantages of ADDIE
  • Cost effective
  • Saves time
  • Promotes effective learning
  • Consistent
  • Effective in training
  • http//en.wikibooks.org/wiki/Instructional_Technol
    ogy/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 learners achievements

21
Design Phase Step 1-Planning Instructional
Strategy
  • 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

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
Design Phase Step 2-Choosing the Course Format
  • 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

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
  1. Design structure and flow of information.
  2. Utilize instructional technologies to develop
    exercises and activities.
  1. Prepare Presentation of information in a visually
    appealing way.
  2. 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).
  • Its all about the user.

31
ADDIE Implementation Phase
Presentation to the students
  1. Generates the instructional interaction.
  2. Designed activities and instructional processes
    are performed.
  3. 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_pha
    ses.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/idmode
    ls.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/in
    dex.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.htmsteps
  • http//en.wikibooks.org/wiki/Instructional_Technol
    ogy/Instructional_Design/ADDIE
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