Instructional Design with ADDIE method

Topics: Educational psychology, Instructional design, Learning Pages: 5 (1598 words) Published: July 30, 2014
ADDIE Based Five-Step
Method Towards Instructional Design
Table of Contents
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. 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. Next, review Gagne's Nine Events of Instruction as a participant centric mechanism for progressing from lecture based to activities based constructivism instruction, where learners "construct" their own knowledge based on their interpretation of the subject matter. The ARCS model highlights motivational factors. Instructional Design

I am sure you, like me, are aware of Instructional design Models and Methodologies. (1) However, I find that, except at a subconscious level, I tend not to utilize these in my daily professional activities. I do spend time and thought each semester on my class syllabi and before each of my presentations on how I can make the course more "fun" and effective for participants. My first objective here is to provide you with a procedure simple enough to internalize and utilize without great conscience effort. Because ADDIE was one of the first Design Models, there has been much discussion about its effectiveness and appropriateness. I am introducing this methodology for its simplicity, ease of application, and cyclic nature. Analyze

On my way to work I Analyze how my last class/presentation went and about what I can do to do to make it better. I examine 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? Am I meeting their needs? Design

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 behaviors that can be determined through task analysis. The Affective domain deals with attitudinal behavior 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 terms 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, •...

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