Design & devel0pment
Instructional Design (ID) is "a systematic process that is employed to develop educational and training programs in a consistent and reliable fashion" (Reiser, Dempsey, 2007).
One very popular ID model is ADDIE, which consists of five phases, which are: (1) Analysis; (2) Design; (3) Development; (4) Implementation; and (5) Evaluation. Other Instructional design models appear to be variations of this fundamental framework.
One very popular ID model is ADDIE, which consists of five phases, which are: (1) Analysis; (2) Design; (3) Development; (4) Implementation; and (5) Evaluation. Other Instructional design models appear to be variations of this fundamental framework.
https://community.articulate.com/articles/elearning-designers-know-about-addie-model?page=2
As a community college teacher, here is how I might use ADDIE in the ID process for teaching wellness, as an example. During the Analysis phase, the first step would be to develop clearly defined goals for the instruction of wellness--broad statements regarding what I want the instruction to accomplish. Knowing little about it, I might first seek advice of experts in wellness, and look to see how others have addressed on this subject in books and articles, just to make sure I would cover all important aspects within the total duration of the course, and for my intended audience. I would analyze the steps necessary to accomplish the goals I had just written. I would have to do a learner analysis in order to determine what the students already knew. I could do this by examining prerequisite courses that students might have taken to prepare them (if any). Or, I could interview them, or survey the prospective student population that would be in my wellness course. Once knowing something about their prior knowledge on wellness, I would begin to create learning objectives that utilized measurable action verbs to complete the statement, “By the end of this course, students should be able to:”. Each goal should be associated with each learning objective, so as to make sure I covered each of them. Of course, the Analysis phase would also analyze the environment to determine what provisions might need to be made to adjust for environmental effects that might otherwise work against the teaching and learning experience.
In the Design phase, I would create the following assessments for each of the learning objectives, so I would have a way to measure the learning that had taken place, possibly by administering pre- and post-tests. Each assessment should be close to the context of each objective, to truly measure that learning, in that context, and not something else. Selection of an instructional format, such as Face-to-Face (F2F), blended, or fully online, would occur. An instructional strategy is created, including lecture materials, PowerPoint presentations, lab assignments and projects (if appropriate), and other information that could help in the teaching process, to relate these materials to students in various ways that would be understandable, and meet the learning objectives. Part of the strategy would be to include the five phases of learning: attention getting events and devices that could also show the relevance of what they would be learning; presentation content; ways to prompt voluntary learner participation; assessment increments and schedules; and climax activities that would both internalize the new knowledge, as well as to demonstrate the future need for that knowledge. I might utilize story-boarding and flow-charting to flesh-out my different abstracted materials for instruction to harmonize with my goals, objectives and strategies.
In the Development phase, I would create sample work, to show other teachers of wellness, my plans to get their feedback, and suggestions for how to make it better. From my strategies, correlated with my learning objectives, I would develop my course materials that would tie everything together, most likely into units of instruction, or modules within the overall wellness course. After developing them, and conducting a run-through to rehearse the instruction, either as a one-on-one with several people, my initial testers, sequentially, and to gather feedback for improvement from each. After integrating good suggestions into the redesign of my materials, and eliminating unnecessary information, I might perform a rehearsal with a small group of sample mock students. Again, involving my participants to complete feedback forms or surveys I prepared for that purpose. I might call the first participants my Alpha testers, and the small second group, my Beta testers (different books use different terminology for the initial and subsequent test groups).
Next, comes the Implementation phase. I would prepare myself to teach wellness by fitting the venue and timing of the presentations in a similar setting to how I would be conducting my real wellness course. It is important to make sure that the real learning environment had everything available to perform these teaching activities, without interruption, or unexpected surprises, by arranging the learning space to fit the course’s needs. However, if I were preparing this for another teacher to deliver, where my part would have been that of an instructional designer, I would prepare that teacher in a similar manner. We would run through the materials together, in the ultimate environment, having that teacher present them to me, in a rehearsal format. The last part of the Implementation would be teaching the materials to the real students, in the format chosen (possibly F2F, blended, or online). And, to capture all available information, I might have also prepared a Likert-type survey form, to administer at the end of the course, for assessing the students’ perceptions of both the materials and the teaching.
Proper Evaluation is both formative (throughout), and summative (at the conclusion). Formative evaluation of the ADDIE method should be conducted within and throughout the ADDIE process, using mid-course corrections as needed. The last element is the summative evaluation that captures and expresses the worth of the instruction in terms of the reaction to the knowledge gained by the students:
the learning that occurred;
the new student behavior of learning;
and the overall results of the course;
including attitudinal changes;
such as positive feelings of self-reliance with respect to understanding of wellness issues;
and steps to increase personal wellness in the real world (outside of class).
My last step for this iteration of ADDIE would be to reflect on the data collected during the Implementation phase and explore how it might have improved my instructional materials and methods, as well as the success of the training. This would allow me to harness what I learned to modify that training in the future, in a continuous improvement cycle, should the opportunity to use these methods and materials again present itself.
In the Design phase, I would create the following assessments for each of the learning objectives, so I would have a way to measure the learning that had taken place, possibly by administering pre- and post-tests. Each assessment should be close to the context of each objective, to truly measure that learning, in that context, and not something else. Selection of an instructional format, such as Face-to-Face (F2F), blended, or fully online, would occur. An instructional strategy is created, including lecture materials, PowerPoint presentations, lab assignments and projects (if appropriate), and other information that could help in the teaching process, to relate these materials to students in various ways that would be understandable, and meet the learning objectives. Part of the strategy would be to include the five phases of learning: attention getting events and devices that could also show the relevance of what they would be learning; presentation content; ways to prompt voluntary learner participation; assessment increments and schedules; and climax activities that would both internalize the new knowledge, as well as to demonstrate the future need for that knowledge. I might utilize story-boarding and flow-charting to flesh-out my different abstracted materials for instruction to harmonize with my goals, objectives and strategies.
In the Development phase, I would create sample work, to show other teachers of wellness, my plans to get their feedback, and suggestions for how to make it better. From my strategies, correlated with my learning objectives, I would develop my course materials that would tie everything together, most likely into units of instruction, or modules within the overall wellness course. After developing them, and conducting a run-through to rehearse the instruction, either as a one-on-one with several people, my initial testers, sequentially, and to gather feedback for improvement from each. After integrating good suggestions into the redesign of my materials, and eliminating unnecessary information, I might perform a rehearsal with a small group of sample mock students. Again, involving my participants to complete feedback forms or surveys I prepared for that purpose. I might call the first participants my Alpha testers, and the small second group, my Beta testers (different books use different terminology for the initial and subsequent test groups).
Next, comes the Implementation phase. I would prepare myself to teach wellness by fitting the venue and timing of the presentations in a similar setting to how I would be conducting my real wellness course. It is important to make sure that the real learning environment had everything available to perform these teaching activities, without interruption, or unexpected surprises, by arranging the learning space to fit the course’s needs. However, if I were preparing this for another teacher to deliver, where my part would have been that of an instructional designer, I would prepare that teacher in a similar manner. We would run through the materials together, in the ultimate environment, having that teacher present them to me, in a rehearsal format. The last part of the Implementation would be teaching the materials to the real students, in the format chosen (possibly F2F, blended, or online). And, to capture all available information, I might have also prepared a Likert-type survey form, to administer at the end of the course, for assessing the students’ perceptions of both the materials and the teaching.
Proper Evaluation is both formative (throughout), and summative (at the conclusion). Formative evaluation of the ADDIE method should be conducted within and throughout the ADDIE process, using mid-course corrections as needed. The last element is the summative evaluation that captures and expresses the worth of the instruction in terms of the reaction to the knowledge gained by the students:
the learning that occurred;
the new student behavior of learning;
and the overall results of the course;
including attitudinal changes;
such as positive feelings of self-reliance with respect to understanding of wellness issues;
and steps to increase personal wellness in the real world (outside of class).
My last step for this iteration of ADDIE would be to reflect on the data collected during the Implementation phase and explore how it might have improved my instructional materials and methods, as well as the success of the training. This would allow me to harness what I learned to modify that training in the future, in a continuous improvement cycle, should the opportunity to use these methods and materials again present itself.
REFLECTIONS
ETEC-544 is the Design and Development of Instructional Materials course #1 of 2. This is where our team put together the storyboard for our training design and development for teachers and counselors. It was meant to prepare teachers to use it to assess students, and to prepare counselors to later utilize the results of, an assumed Artificial Intelligence computer application, known in industry as Expert System Software(ESS). That non-existent, but theoretical system, would be assumed by us to exist. And, we would design and develop training for its assessment and counseling uses. The ESS would be used to assess students' capabilities and personality-related, career preferences, and turn them into career pathway profiles. After the ESS had performed assessment and generated those resulting profiles, it would help counselors to direct students to the best-aligned pathways. Those pathways would start in high schools, go through any appropriate higher education, and ultimately would lead to satisfying and productive careers, along the most efficient route. The design and development we performed was focused on the training of the assumed ESS, which would be specifically named, the “Science, Technology, Engineering, Math, or Other, Career Pathways Assessment Tool” (STEMO-CPAT).
One big disappointment for me was that one of our three team members, half-way through the roughly 4-week project work, stopped responding to emails, and left the other two of us to complete the project without input from her. Later, she told us that she had gone to an out-of-state training and forgot to let us know she would be gone for a couple of weeks. She said she was too busy during her time away to contact us. This is why I detest group assignments, as I always seem to be left holding the bag, where my grade is dependent upon the performance of one, or more, other(s). In this case, the two of us who did the work earned her an "A" on that final class project. I felt she did not even deserve a “C”. The fact that we all shared the same grade did not feel fair to me.
One big disappointment for me was that one of our three team members, half-way through the roughly 4-week project work, stopped responding to emails, and left the other two of us to complete the project without input from her. Later, she told us that she had gone to an out-of-state training and forgot to let us know she would be gone for a couple of weeks. She said she was too busy during her time away to contact us. This is why I detest group assignments, as I always seem to be left holding the bag, where my grade is dependent upon the performance of one, or more, other(s). In this case, the two of us who did the work earned her an "A" on that final class project. I felt she did not even deserve a “C”. The fact that we all shared the same grade did not feel fair to me.
etec-544_storyboard_of_stemo-cpat_training--final.pptx |
ETEC-644 is the Design and Development of Instructional Materials course #2 of 2. This course helps students produce advanced materials in the MA program. For 644, I worked on a solution to a problem I was having in my real CTE courses at my college. Up to the mid-term exam in my courses, I had about a 40% drop-out rate. Students said it was because there was too much theory and math, but not enough meaningful and challenging hands-on laboratory experiences. This seemed to be a problem with motivation and relevance of my course materials. I went to my administration and asked for more physical trainers. They stated that they did not have enough money available to purchase physical trainers for all of my courses, and that there would be no place to store them between times the trainers would not be used. So, with push-back from my administration, I sought to solve the problem myself. I developed an idea for this grad school project, called the Affordable-Hands-On-Trainer (AHOT), made from modified wooden Tinkertoy® parts, combined with several custom-made parts. I fashioned them into easy to assemble kits, to support a class of 33 students, teamed up as 11 groups of 3 students each. When not in use, the kits were stored in 11 each, one gallon, Zip-lock ® bags, along with one custom built, three-foot long, 1" x 2", pinewood base. All the kits fit into just one drawer of a file cabinet, for very compact storage. All the materials combined cost only about $400, which I funded out of my own pocket. These AHOT kits were one of the most successful inventions I could have imagined for my class. I now use them in the first week of every class, in one form or another, to gain student attention, and demonstrate the relevance of what they are learning. I tell my students that these are rudimentary automation machines, representative of the huge industrial equipment they will work with in their careers after they finish our automation program and get certified. My beginning students are amazed that they can do something so incredible after just a few lessons—this gets the majority of them hooked on our program. For my advanced student, I have created lab assignments that allow them to evolve that basic AHOT mechanism through a chain of increasingly complex improvements that introduce sensors, actuators, controllers, and fluid mechanics, in very exotic ways. I have overcome the objections of my administration, while reducing my drop-out rate dramatically, across all my classes, from beginning students, through the intermediate, and even with my capstone students. After several semesters with similar results, I have judged this to have been the most meaningful an effective modification of teaching and learning in my classes that I have ever made. And, this all resulted from what seemed like a simple project I did to complete an assignment in ETEC-644. The button below that contains a link to my Dropbox.com account that will link to a PowerPoint script that I used to walk students through the instructions, showing how to assemble it. The next button, below that, will call up a video of my students running their completed AHOT trolleys that I recorded in class.
etec-644_graham_ahotv2-1_paper_v4.doc |
References
https://community.articulate.com/articles/elearning-designers-know-about-addie-model?page=2
https://educationaltechnology.net/instructional-design/
https://iameducation.wordpress.com/2010/10/17/reiser-dempsey-2007-chapters-1-2-and-3/
https://www.aect.org/