Instructional_Design_ADDIE_Model

Information for the Portal Lesson 3: THE ADDIE MODEL The ADDIE Model instructional design model is possibly the best-known instructional design model

These steps can be followed for any level of instruction (lesson, course, curriculum) or for the design of any kind of instructional material (web page, simulation, handout, PowerPoint slide).

Analysis Before embarking on the design of instruction or instructional materials, the analysis phase involves gathering information to inform decisions about instructional strategies, media and technology, and evaluation of the success of the design.

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Instructional Goals - What are the general goals for the learner?

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Learning Outcomes - How will you know if the learners have met these goals? What changes in performance, knowledge, attitudes, and skills will be observable and measurable?

Learner Characteristics - What prior knowledge do learners have? What are their learning goals and motivation for engaging with the instruction?

Learning Environment - What physical classroom constraints may affect the design of the instruction?

Project Management - What time, resource and staff constraints affect the successful implementation of the project?

Design Given the information from the analysis stage, a preliminary design for the new instruction and/or instructional material will be created. This could involve the following: • • •

Task design - What are the steps the learner is expected to follow to accomplish a specific task?

Information design - How much content will be presented and how will the design draw attention to important information?

User interface or graphic design - What will the handout, Web page, or PowerPoint slide look like? How easy is it for learners to use?

Ideally, feedback on this first prototype for the design will be gathered from a small set of typical or targeted learners or subject matter experts to see if the design reasonably reflects the goals set down for the instruction or instructional materials. Often a rapid paper or online prototype of the instruction or associated materials will save time later in avoiding any major problems with users and learners in the first implementation of the curriculum, instruction or material.

A preliminary design for the evaluation of the first implementation of instruction is also an important step during this phase. If planning for feedback and evaluation of the instruction and materials is not included throughout the ADDIE process, it may result in a poorly designed evaluation that does not adequately reflect the goals and objectives for the new or redesigned instruction and materials.

Development This phase involves the actual creation of any "deliverables" such as a Web page, handouts, PowerPoint slides, or online activities that will be used with learners in the first implementation.

Different media and technology specialists or staff may be responsible for different aspects of the development stage, so working with development team needs to be carefully planned and organized to meet deadlines for delivery.

Implementation This phase of the process describes the first use of the instruction or materials with learners.

Ideally those involved with the design and development of the instruction and materials will be 2

able to continue to follow the project once it is implemented with actual learners. Learner problems or unforeseen instructional challenges may arise with the first implementation of the new instructional design and materials, so it is important to remember that this stage is part of a process and not simply the end of the design and development project.

Evaluation During this phase evaluative feedback on the effectiveness of the instructional design of the lesson, course, curriculum or materials in meeting the original instructional goals and learning objectives will be gathered. If the feedback meets the expectations and goals for the design, then it can be considered summative or final. However, based on this feedback, revisions in the design may be necessary. http://wikis.uit.tufts.edu/confluence/display/UITKnowledgebase/ADDIE+Instructional+Design+ Process

The ASSURe Model 3

(From Instructional Media and Technologies for Learning by Heinich, Molenda, Russell, Smaldino, 1999)

Analyze learners State objectives Select instructional methods, media, and materials Utilize media and materials Require learner participation Evaluate and revise The ASSURE model is an ISD (Instructional Systems Design) process that was modified to be used by teachers in the regular classroom The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students. You can use this process in writing your lesson plans and in improving teaching and learning.

The ASSURE model incorporates Robert Gagne's events of instruction to assure effective use of media in instruction.

Analyze learners Before you can begin, you must know your target audience (your students). You need to write down the following information about your students: General characteristics - grade, age, ethnic group, sex, mental, emotional, physical, or social problems, socioeconomic level, and so on.

Specific entry competencies - prior knowledge, skills, and attitudes.

Learning styles - verbal, logical, visual, musical, structured, and so on.

State objectives Once you know your students, you can begin writing the objectives of your lesson. Objectives are the learning outcomes, that is, what will the student get out of the lesson?

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The ABCD's of writing objectives are: • • • •

Audience (who are your students?)

Behavior to be demonstrated Conditions under which the behavior will be observed Degree to which the learned skills are to be mastered.

Example: Fifth grade social studies students (Audience) will be able to name at least 90% (Degree) of the state capitols (Behavior) when given a list of states (Condition).

Select instructional methods, media, and materials Once you know your students and have a clear idea of what they should get out of the lesson, then you are ready to select the: • •

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Instructional method that you feel is most appropriate to meet the objectives for these particular students.

Media that would be best suited to work with your instructional method, the objectives, and your students. Media could be text, still images, video, audio, and computer multimedia.

Materials that provide your students with the help they need in mastering the objectives.

Materials might be purchased and used as is or they might need some modifications. You can also design and create your own materials for the students to use. Materials would be specific software programs, music, videotapes, images, but would also be equipment, i.e., overhead projector, computer, printer, scanner, TV, laserdisk player, VCR, and so on.

Utilize media and materials Now it's time to do your lesson and use the media and materials that you have selected. You should always preview the materials before using them in a class and you should also use the equipment in advance to be sure it works and you know how to use it. If you use electronic equipment, don't assume that everything will work. Be sure to have a plan B. Hardware and software are created by humans. Humans make mistakes and so software has mistakes in it.

Hardware can malfunction. Don't get discouraged if technology lets you down. Make sure that your instructional materials are suitable and working the best you can and then use it in the classroom.

Require learner participation Remember, students learn best when they are actively involved in the learning. The passive learner has more trouble learning whatever we try to pour into his/her brain. Whatever your

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teaching strategy, you can incorporate questions and answers, discussions, group work, hands-on activities, and other ways of getting students actively involved in the learning of the content. It is up to you, the teacher, to make sure that all your students have opportunities to participate in the learning activities in the unit plan. Avoid lecturing for an entire hour. Listen to your students and allow them to become aware of the content. Allow them to learn as opposed to trying to "teach" them.

Evaluate and revise This last stage is often neglected but it is the most important one. Anyone can develop a lesson and deliver it, but really good teachers must reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these elements of the lesson were effective or if one or more of them need to be changed the next time the lesson is done. Sometimes a lesson may seem like it would be great, at least on paper. But then when you actually teach the lesson with a specific set of students, you might discover there were several things that did not seem to work. Your expectations might be too high or too low.

The materials used might not have been appropriate for the grade level or the material might not be very motivating. The instructional strategy might not have got students interesting in participation or the strategy might have been difficult for you to manage. The assessment you used might have shown that students didn't learn what you tested for. This might mean that you did not accurately test for the stated objectives, the method of assessment needs to be revised, or the lesson did not permit enough time for the students to master the objectives.

You are not a bad teacher if a lesson does not work. You are a bad teacher if you don't reflect upon your lessons and work on revising elements of the lesson until your students become successful learners.

Criteria for Evaluating Instructional Media When selecting software (and other courseware) that already exist you need to answer the following questions before making a deciding whether to purchase or use: A.

Is It Suitable for The Curriculum?

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Does the content of the instructional media match the content of the curriculum that I am required to teach?

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Do these existing materials adequately cover the content? Is the information contained in them complete?

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Is the information accurate?

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Is it current?

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Is It Suitable for My Students?

Is the language appropriate for the learners?

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Do the activities match the developmental, motivational and interest levels of the students?

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Are the materials socially and culturally appropriate for the students (given their background and experiences)?

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Do the material show gender, age, cultural, racial or any other kind of bias?

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Will students be able to navigate the software easily?

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Are the materials readable?

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Is it Appropriate for the Learning Environment?

Is it suitable for use in my environment (i.e. will I be able to get computer access for use of this software)?

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Is the software / courseware durable?

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Is it easy to use/ manipulate, or is it complex – difficult to understand?

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Is it affordable – given my school’s budget?

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Is the software adequate given my class size?

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Are the materials readable?

(From Dick and Carey (2001).

Concept Organizing Rationale for using: 7

1. Concept Mapping (via Inspiration software) “Inspiration is a software package that facilitates brainstorming, concept mapping and planning. It creates a visual diagram of the ideas generated by the individual or group.

Use the program to create overviews, presentation visuals, and flow charts. It is designed to help younger students develop skills in concept mapping. Once their thoughts have been visualized, Inspiration easily converts the concept map into a word processing outline.” (p. 120, Smaldino, Russell, Heinich & Molenda) 2. Flowcharts Charts are visual representations of abstract relationships as chronologies, quantities and hierarchies. A flow chart is a diagram that shows relationships explains processes such as how something work, or how is constructed. Flow charts show a sequence, a procedure, the flow of a process; how different activities ingredients or procedures are interrelated.

Bear the following in mind when creating a Flowchart: a.

A flowchart should express only ONE major point b.

A flowchart should contain a minimum of verbal information c.

Should not be cluttered (as this is confusing0 d.

Whenever you have a great deal of information to share, create a series of simple charts rather than ONE very complex one. Use the KISS principle Seep It Simple for Students). e.

A good chart communicates the message visually; verbal material supplements the visual (NOT vice versa). (adapted from Smaldino, et al.)

3. Storyboarding Rationale: Some students learn more readily through the use of visuals (not just words on a page); even verbal learners grasp concepts readily when pictures are used.

“If you are designing a series of visuals – such as for several related overhead transparencies, a slide set, a video sequence , or a series of computer screens – storyboarding is a handy method of planning…In storyboarding, you place on a card or piece of paper a sketch of some other simple representation of the visual you plan to use along with the narration and production notes that link the visuals to the narration. ” (p. 98, Smaldino, et al.)

An example of a storyboard can be viewed at http://multimedia.journalism.berkeley.edu/tutorials/starttofinish/storyboarding/

Choosing a Media Format • • • •

“A Media Format is the physical form in which a message is incorporated and displayed.

Media formats include, for example flip charts (still images and text) slides (projected still images) audio (voice and music) video (moving images on a TV screen), and 8

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computer multimedia (graphics, text, and moving and moving images on a monitor)” (p. 57, Smaldino, et al.)

Media formats also include: • Wiki (a knowledge management technique – an way to compile, electronically, the experiences of a community using the Internet. For example a group of teachers could develop curriculum plans and materials for sharing.”

(Adapted Smaldino et al.)

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podcast (“a series of digital media files, usually digital, audio, or video, that is made available for download via web syndication”) - Wikipedia

The following table offers some elements to consider before selecting a media format: Instructional Situation (or setting)

Learner Variables

Nature of the Objective

Large group?

Reader?

Cognitive?

Small group?

Non-reader?

Affective?

Self instruction?

Auditory preference?

Motor skill?

Interpersonal?

In addition to the elements above one must also consider: • The demands of the setting – what options do you have in your setting?

• Learner characteristics – what are the most critical learner characteristics?

• Objectives - what elements of the objectives are most important?

The teacher must weigh each of the elements above and balance simplicity with comprehensiveness.

In selecting media formats and presentation software (such PowerPoint or Microsoft Word) for a lesson, you should •

Select according to the media formats and presentation software available at your school. (“The medium itself does not make a whole lot of difference in how much students learn; it is the design of the instruction that determines student’ learning…You can’t go too far wrong with media selection because most media will work for most teaching / learning situations.”)

(Dick and Carey, 2001, p. 206).

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First, make decision about content sequence and clustering of information.

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Plan learning components

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Select media and a delivery process

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Select media based on skills to be taught

Applying Technology to Content Areas Handout to be made available: Robyler, M.D., (2006). Integrating Educational Technology into Teaching, Pearson Merrill Prentice Hall: Upper Saddle River, p.54.

Modifying Technologies for use in Jamaican Classrooms Modifying existing courseware may be difficult, challenging and is likely to be a violation of copyright laws. However, teachers can, within reason, modify media formats.

Suggestions: Wherever possible, if it does not conflict with the objectives of your lesson, use videos showing Jamaican culture and experience rather than American lifestyle. Modifying is less time consuming than designing and developing your own materials. Suggestions for modifying existing videos for use in classes: • Select a video that has content that matches the objectives for your lesson.

Show the video with the sound turned off, providing narration yourself.

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Show portion of a video, stop the DVD, discuss what has been presented then continue showing of video.

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Show video originally developed I a foreign language, turn off the sound and narrate in English.

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Show a visual (e.g. a poster) which originally had complex terminology, modify captions, simplify, or omit labels.

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