Week Two
The ADDIE Model
Instead of summarizing the five stages of ADDIE, I’d also like to add color to the discussion by describing the downside to recent attempts to use this framework on the ground.
ANALYSIS
In theory –conduct a needs assessment, understand your learners – their level of proficiency and demographic information, and select learning objectives for the course.
In practice – A true needs assessment looks for larger institutional needs, here we’re conducting a “learning needs assessment” but many decisions are already in place, including the audience, environment (i.e. online LMS system), hours of learning time, etc.
DESIGN
In theory – Learning objectives, learning design plans, and content segments are more narrowly defined. SMEs (subject matter experts) and/or Instructors are chosen, and specific tasks are divided up among the stakeholders.
In practice – The client has likely chosen a timeline, and pre-negotiated terms with SMEs/Instructors and Facilitators. We have to take the word of higher-ups about what’s important for the learners to know, in what timeframe, and what success looks like.
DEVELOPMENT
In theory – Content creation, Media Production, and Technological Integration are built
In practice – The Instructional Designer is expected to be an art director, video editor, Codec / SCORM master, graphic and web designer, and LMS system administrator.
IMPLEMENTATION
In theory – The instruction is delivered to the learners with support and facilitation.
In practice – ADDIE assumes there is real-time adaptation and content delivery flexibility when in many cases content is asynchronous and tech support unavailable.
EVALUATION
In theory – The quizzes and final exams are reflective of the learning acquired and real-time data collection allows for instant feedback, analysis, correction, and improvement.
In practice – Until you collect the final data and survey the participants you don’t really know if students were active or engaged, in other words, in the case where there’s no knowledgeable real-time monitoring, we don’t know if students mastered the information or just retook the quizzes until they passed, improvement is often delayed.
WORKS CITED
ADDIE GRAPHIC
[url=https://commons.wikimedia.org/wiki/File:ADDIE_MODEL_INSTRUKSIONAL.jpg][img]https://upload.wikimedia.org/wikipedia/commons/thumb/8/8b/ADDIE_MODEL_INSTRUKSIONAL.jpg/512px-ADDIE_MODEL_INSTRUKSIONAL.jpg[/img][url=https://commons.wikimedia.org/wiki/File:ADDIE_MODEL_INSTRUKSIONAL.jpg]ADDIE MODEL INSTRUKSIONAL[/url]
Krisna kristiandi hartono, CC BY-SA 4.0 https://creativecommons.org/licenses/by-sa/4.0, via Wikimedia Commons
