Thursday, May 10, 2018

ADDIE BASED FIVE-STEP METHOD TOWARDS INSTRUCTIONAL DESIGN


ADDIE BASED FIVE-STEP METHOD TOWARDS INSTRUCTIONAL DESIGN

Introduction
          Simple step methodologies provide an organized design procedure for the use of instructional materials that can facilitate the creation and maintenance of classes and trainings.  These methodologies are applicable to current courses, suggesting practices for redesign to infuse your delivery with a new effectiveness and vitality.  They may be utilized for incorporating new technology into the creation and delivery of courses.  They are also beneficial for the development of courses using alternative delivery methods.
ADDIE
          First apply the ADDIE Instructional Design technique methodology individual steps are to Assess and analyze needs, Design instruction and presentations, Develop materials, Implement activities and courses, and Evaluate participant progress and instructional materials effectiveness. It suggests to follow 5 steps to prepare our effective instructional plan.
ADDIE Model    
The ADDIE model describes a systematic approach to instructional development.  The term is virtually synonymous with instructional system development (ISD) and evolved informally through oral tradition.  It is not a specific, fully elaborated model in its own right but rather an umbrella term that represents a family of models that share a common underlying structure.  The acronym ADDIE refers to the major processes that comprise the generic ISD process:  Analysis, Design, Development, Implementation, and Evaluation.  When used in ISD models, these process are considered to be sequential but also iterative, as depicted in Figure 1.
  ANALYSIS
 

                                  DESIGN

                             DEVELOPMENT

                         IMPLEMENTATION

                                 EVALUATION
Figure 1: An ISD Model Featuring the ADDIE Processes
          The basic engine of ISD models is the system approach: viewing human organizations and activities as systems in which inputs, outputs, process (throughputs) and feedback and control elements are the salient features.  Advocates claim that the process of designing instruction can be carried out more efficiently and effectively if the steps are followed in a logical order so that the output of each step provides the input for the next.  For example, the output of the Analysis phase is a set of performance deficiencies (such as errors being made by workers), which can be broken down to determine what ought to be taught.  This output is converted into statements of performance objectives.  In the Design phase the content and objectives are examined to decide on appropriate sequencing, media and methods-specifications that comprise the blueprint for the instruction.  The blueprint created in the Design phase is converted into instructional materials and procedures in the Development phase.  The materials and procedures are used by actual learners in the Implementation phase.  In the Evaluation phase the learners and the instructional system are probed to decide whether revisions are necessary, in which case the process would be repeated with the next version of instruction.
          The iterative aspect of the model is represented by the line and arrows running vertically down the left side of the model and the two-headed arrows between each component, as depicted in Figure 1.  Each major phase of the process is accompanied by some sort of formative evaluation to test the adequacy of the decisions made during that phase.  After Analysis, for example, are the descriptions of the audience and the learning needs accurate?  After Design, are the objectives and methods judged appropriate by experts? After Development, does the prototype work in a small-scale tryout (or how can it be improved)?  After Implementation, did the entire intervention achieve its goal (or what remains to be done)?  This summative evaluation is what is symbolized by the final Evaluation phase.  At each of these phases, the results of the evaluative activity could lead the developers to revisit earlier steps (thus the two-headed arrows).
Origin of ADDIE Model       
Robert Branson (1978) recounts, the Centre for Educational Technology at Florida State University worked with a branch of the U.S. Army to develop a model, which evolved into the Inter-service Procedures for Instructional Systems Development (IPISD), intended for the Army, Navy, Air Force, and Marine Corps.  Branson (1978) provides a graphic overview of the IPISD, which shows five top-level headings:  Analyze, Design, Develop, Implement and Control.  This model is referenced in virtually all subsequent historical reviews of instructional development, but notably it is not referred to by the ADDIC acronym, thus it is clearly not the source of the ADDIE acronym either.
          The underlying concepts of the IPISD model can be found in an earlier handbook by Leslie Briggs (1970), who also was affiliated with Florida State University.  Briggs’s model (1970) incorporates ideas similar to the IPISD model, but without the ADDIC headings.
          Although Sivasailam Thiagarajan (1976) is sometimes cited as the originator of the ADDIE label, this is not satisfactory because he only refers to “the basic systems approach A-D-E model” and not “ADDIE”, nor does he provide a visual or verbal model as such.
          In fact, the term “ADDIE” does not appear at all in the many textbooks on instructional design, the dictionaries or encyclopedias of education, or the several histories of instructional design written in the 1980s and 1990s.
          The ADDIE processes appear in a figure in a how-to monograph distributed by the American Society for Training and Development on “basis of instructional systems development” (Grafinger 1988), as shown in Figure 1, but nowhere in the monograph is the acronym ADDIE itself given (it is consistently referred to as the “ISD model” in Grafinger (1988).  Similarly, Allison Rossett (1987) includes a figure showing an ISD model in which the super ordinate boxes are labeled with the five ADDIE names, but the caption reads “What happens during ISD”.  ADDIE also appears quite frequently on the World Wide Web in various manifestations.  One of the better-known web sources is “Big Dog’s ISD Page” (Clark 1995).  As with Deborah Grafinger and Rossett, Donald Clark provides a visual model incorporating the ADDIE terms but refers to it as the “ISD model”.
The proposed five steps
          ADDIE was one of the first Design Models; there has been much discussion about its effectiveness and appropriateness. Malachowski introducing this methodology for its simplicity, ease of application, and cyclic nature.
          On his way to work we analyze how his last class/presentation went and about what he can do to do to make it better.  He examines the goals and objectives of the presentation and the nature of the participants to try to determine the appropriateness of the instructional design.  How did the last session go?  What stimulated the participants, when did their eyes start glaze over, the yawns start, and the heads nod? Is he meeting their needs?
Design is concerned with subject matter analysis, lesson planning and media selection.
          A course of instruction may focus on skills from three different objective domains, Cognitive, Psychomotor, and Affective.
          Bloom’s taxonomy orders this Cognitive domain from the most simple, Knowledge, through Comprehension, Application, Analysis Synthesis to the most complex, Evaluation.
          The Psychomotor domain is concerned with gross and fine-motor skills looking at behaviours that can be determined through task analysis.
          The Affective domain deals with attitudinal behaviour from simple awareness and acceptance to internalization as attitudes become internalized.  Progress can be mapped utilizing Krathwohl, et. al.’s five levels of: Receiving, Responding, Valuing, Organizing and Characterizing.
          Lesson planning requires that you determine your:
·        Objectives defined in terns of specific measurable objectives or learning outcomes.

·        Skills, knowledge and attitudes to be developed.

·        Resources and strategies to be utilized.

·        Structuring, sequencing, presentation, and reinforcement, of the content. 

·        Assessment methods matched to the learning objectives to ensure agreement between intended outcomes and assessment measurements.

Joyce and Flowers list seven instructional functions I often use; you may find these useful in determining how best to incorporate available technology into your presentations.
§  Informing the learner of the objectives,
§  Presenting stimuli,
§  Increasing learner attention,
§  Helping the learner recall what they have previously learned,
§  Providing conditions that will provoke performance determining
     sequences of learning,
§  Prompting and guiding the learning.

The choice of media is determined by contingencies of the participant’s needs and available resources.
Development is a process of creation and testing of learning experiences and seeks to answer questions such as:
Have the learning needs and characteristics of the participants been accurately analyzed?
Were the problem statement, the instructional goals and the instructional objectives appropriate for the learning needs of the participants?
To what extent are the teaching resources, instructional strategies and the participant learning experiences successful in effectively meeting the instructional goals and objectives of the target audience?
Is it possible to accurately assess participant learning with the proposed course of instruction?
          Negative responses indicate a need for revision.
Implementation is the presentation of the learning experiences to the participants utilizing the appropriate media.  Learning, skills or understanding, are “demonstrated” to the participants, who practice initially in a “safe” setting and then in the targeted workspace.  It may involve showing participants how to make the best use of interactive learning materials, presenting classroom instruction, or coordinating and managing a distance-learning program.  The progress of the learning frequently follows cyclic patterns based on motivation and intention.  Curriculum should be organized in a spiral manner such that the participant continually builds upon what they have already learned.
Evaluation is of two levels.  The most important is to gauge the success of the participant obtaining and retaining the demonstrated skills and understandings.  The second is to determine how successful the instructional design package was in facilitating effective participant learning.  The final question becomes how I can modify the package to improve its next presentation.
Advantages of ADDIE
          ADDIE provides an organized design, It suggests practices for redesigns.  It is effective and function well,  It in corporate new technology.  It is beneficial for development of courses using alternative delivery methods.  People introducing this for its simplicity, ease of application, and cyclic nature.  It helps for the teachers are concerned with subject matter analysis, Lesson planning and media selection, etc.
Conclusion
          Cognitive experience situated in authentic activities such as project-based learning, cognitive apprenticeships, or case-based learning environments result in richer and more meaningful learning experiences.  Social negotiation of knowledge allows a process by which learners form and test their constructs in a dialogue with other individuals and with the larger society.  Collaboration becomes a principal focus of learning activities so that negotiation and testing of knowledge can occur.
          These simple step methodologies are useful because they provide an organized design, incorporate new technology and beneficial for development of courses using alternative delivery methods.

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