EDTC 3320 Instructional Design for the Corporate Trainer Project 1 Andrea Salinas

1. EDTC 3320 Instructional Design for the Corporate Trainer Project 1Andrea Salinas

2. Project 1: ADDIE Model Presentation • Andrea Salinas

3. ADDIE MODEL

4. ADDIE model includes five major phases: • Analysis: Overall goals and scope. • Design: User characteristics, specific objectives, learning & media strategies • Development: Production of instruction • Implementation: Conducting the course • Evaluation: Evaluating success and collecting data • Each function is divided into a set of specific activities and tools, as well as a list of the project team members  likely to be involved and a list of the products likely to come out of that phase. • This model is only meant to suggest the activities at each phase--It's a guide, not a blue-print. Any given project will include some activities and not others, and additional activities may be needed, depending on your project needs. The team members at any given phase may also vary, depending on the scope of the project and the skills and capabilities of your staff.

5. ADDIE

6. ADDIE

7. Analysis Phase • The analysis phase seeks to determine: • Who your learners are • The overall goals you are trying to achieve • The overall knowledge, skills, attitudes, and behaviors that need to be taught • The amount and level of content needed • Resources required/available • You will notice that this stage mirrors the first few session of our course, in which we focused on definitions, goals of the instructional design process, and audience issues. • Assess needs & audience • Determine overall content and goals • Specify authoring and delivery systems • Plan overall project scope • Plan overall evaluation strategies • Administrator (person responsible for institutional/company vision for instruction) • Project manager • Subject Matter Experts (SMEs) • Instructional designer(s) • Project evaluator(s) • Programmer(s) • Needs assessment report • Learner profile • Content outline • Learning hierarchy • Design approach • Technical specs. • Evaluation strategy • Project timetable Analysis Phase • The analysis phase seeks to determine: • Who your learners are • The overall goals you are trying to achieve • The overall knowledge, skills, attitudes, and behaviors that need to be taught • The amount and level of content needed • Resources required/available • You will notice that this stage mirrors the first few session of our course, in which we focused on definitions, goals of the instructional design process, and audience issues. • PROCESS: • Assess needs & audience • Determine overall content and goals • Specify authoring and delivery systems • Plan overall project scope • Plan overall evaluation strategies • TEAM: • Administrator (person responsible for institutional/company vision for instruction) • Project manager • Subject Matter Experts (SMEs) • Instructional designer's) • Project evaluator's) • Programmer's) • PRODUCTS: • Needs assessment report • Learner profile • Content outline • Learning hierarchy • Design approach • Technical specs. • Evaluation strategy • Project timetable • analysis activities.

8. Design Phase • During the design stage, the instructional designer storyboards the course and answers the following questions: • How will the content and activities be sequenced, presented and reinforced? • What are the objectives of each session/unit? • What skills or outcomes are you hoping to achieve for each? • What methodology will you use to achieve each objective? • PROCESS: • Instructional objectives by unit • Graphical/Screen design • Flowcharts • Storyboarding • Prototyping • Write scripts specifications • Format screen templates • Conduct formative reviews • TEAM: • Project manager • Instructional designer's) • Project evaluator's) • Graphic designer's) • Video producer's) • PRODUCTS: • Design document/Treatment description • Instructional archetypes • Vendor contracts • Flowcharts • Informational/Instructional architecture • Scripts • Format sheets • Prototypes • Improvement specifications • TOOLS: • Unless indicated otherwise, these tools are in Word format. This is tool I adapt to perform both Analysis and Design. The second half focuses on some Design issues and objectives-setting.

9. Development Phase • The development focuses on putting the theories and questions to bed and creating concrete manifestations. The tools in this area are helpful in the management of the multimedia development process as a whole and the actual production of the multimedia product. • PROCESS: • Writing/Authoring interactions • Creating graphics • Preparing adjunct materials • Conducting preproduction • TEAM: • Project manager • SME(s) • Instructional designer's) Video/Audio producer's) • Talent (actors, models, etc. for stills, audio & video) • PRODUCTS: • Web code • Interactive code • Graphics/Animations • Adjunct materials • Program documentation • TOOLS: • Unless indicated otherwise, these tools are in Word format. • Development Activity Log. Used by project managers and producers to record amount of time spent working on a project by activity. • Production Task List. Based on task lists generated for CD-ROM, adapted to Web production.

10. Implementation Phase • Implementation is the actual delivery and teaching of the course itself. The implementation requires that the elements of the learning environment be identified and teaching strategies developed. The implementation stage should be based in a pedagogical theory that guides the delivery of the material. These theories should match the ones used in the development of the content • .PROCESS: • Student enrollment & administration • Fulfillment/procurement of adjunct materials (software, hardware, texts) • Orientation to user interface/course • Instructor plans facilitation • Syllabus adjustment • Scheduling of synchronous elements • Facilitation of course • User/instructor support • TEAM: • Enrollment administrators & staff • Students • Administrative instructor liaison • Instructor/Facilitator • Technical user support personnel • PRODUCTS: • Class roster and contact information • Instructor's facilitation plan • Instruction

11. Evaluation Phase • Evaluation the last stage of the ADDIE model provides information that should be used in any modifications to the course. Evaluation is best done when an independent evaluator takes notes and details issues for resolution. Evaluation can be both formative (done to impact the process as it is happening) and summative (done at the completion of the process). Both forms of evaluation are helpful in this model. • PROCESS: • Documenting project • Testing • Validating • Conducting impact evaluation • TEAM: • Project manager • Instructional designer's) • Project evaluator's) • PRODUCTS: • Documentation • Formative Evaluation Report • Effectiveness Evaluation Report • Impact Evaluation Report • TOOLS: • Unless indicated otherwise, these tools are in Word format. • User Interface Rating Form. The "User Interface" of an interactive instructional product is a critical element of the product that must be carefully evaluated. If the user interface is not well-designed, learners will have little opportunity to learn from the program. This rating form includes ten major criteria for assessing the user interface for an interactive program, such as "ease of use" and "screen design."

12. REFERENCES • 1. http://www.tzanis.org/Courses/ADDIE/ • 2.http://www.tc.umn.edu/~jlambrec/CI5336/Spring2001/Addie-Model.htm • 3. http://www.choraltrainer.com/images/process_model.jpg