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ADDIE: Design & Development

ADDIE: Design & Development. Nancy H. Dewald Pennsylvania State University Berks Campus June 24, 2005. Characteristics of Instructional Design . Is learner-centered Is goal-oriented Focuses on real-world performance Focuses on outcomes that can be measured in a reliable and valid way

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ADDIE: Design & Development

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  1. ADDIE: Design & Development Nancy H. Dewald Pennsylvania State University Berks Campus June 24, 2005

  2. Characteristics of Instructional Design • Is learner-centered • Is goal-oriented • Focuses on real-world performance • Focuses on outcomes that can be measured in a reliable and valid way • Is empirical • Typically is a team effort • Gustafson, K.L. & Branch, R.M. (2002) What is instructional design? In Trends and Issues in Instructional Design and Technology, R.A. Reiser and J.V. Dempsey, eds.

  3. ADDIE • Analysis • Design • Development • Implementation • Evaluation • Iterative, not linear

  4. Design • Write instructional objectives • Identify type of content to be learned • Select instructional strategies according to the content type • Select media

  5. Writing Instructional Objectives • Objectives indicate what learner is expected to know or do after instruction • Objective Domains: Cognitive – Affective -- Psychomotor • Objectives: • Preferably are observable or measurable • Have action verb & content • May include performance standard and/or conditions

  6. Classify Learning as to Type Bloom et al. (1956) • Cognitive domain • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation • Affective domain -- attitudes • Psychomotor domain – motor skills

  7. Web Evaluation Example for Bloom’s Cognitive Domain • Knowledge: can define “url”, “domain”, “home page”, etc. • Comprehension: can describe the evaluation criteria • Application: looks for author information where taught to find it (e.g., About Us) • Analysis: determines the web site’s purpose and audience • Synthesis: creates own web evaluation rules after studying others’ criteria • Evaluation: evaluates web site according to given criteria

  8. Classify Content as to Type • Fact • Concept • Principles and rules • Procedure • Interpersonal skills • Attitude

  9. Sample objectives • Student will correctly define (verb) the term “url” (fact) • Students will classify (verb)sources in their discipline as primary or secondary sources (concept) • Student will correctly write (verb) search statements following the rule for nesting with AND and OR (rule) • Student will correctly cite (verb) journal articles in APA format (procedure)

  10. Content Sequencing • Teach prerequisite skills first • Move from familiar to unfamiliar • Teach less difficult before more difficult • Begin with tasks that create most learner interest • Ensure learner has reached appropriate developmental level (or ability level) - Morrison et al.

  11. Generative strategies: Recall (for learning facts and lists) Integration strategies Organizational strategies Elaboration Strategies -- Morrison et al. Examples: Repetition, rehearsal, review, mnemonics Paraphrasing, generating questions or examples Analyzing key ideas, outlining, categorizing Generating mental images, physical diagrams, sentence elaborations Instructional Strategies

  12. How to Teach Concepts • Example: Primary vs. secondary sources • Initial presentation: Definitions and examples. • Integration strategy: ask students to generate more examples (small groups) OR • Organizational strategy: show sources and ask students to identify whether primary or secondary

  13. How to Teach Principles or Rules • Example: Boolean AND/OR • Initial presentation: EG-Rule or Rule-EG • EG-Rule example: Human database shows effect of rule • Rule-EG example: Nesting AND/OR • Integration, OR • Organization, OR • Elaboration

  14. How to Teach Procedures • Demonstration • Organization or Elaboration • Practice • Example: Citing a journal article in APA format

  15. Generative strategies: Recall (for learning facts and lists) Integration strategies Organizational strategies Elaboration Strategies -- Morrison et al. Examples: Repetition, rehearsal, review, mnemonics Paraphrasing, generating questions or examples Analyzing key ideas, outlining, categorizing Generating mental images, physical diagrams, sentence elaborations Instructional Strategies

  16. How to Design Instructional Strategies • Review each objective and determine type of content: fact, concept, principle/rule, or procedure • Select an initial presentation strategy • Select a generative strategy: recall, integration, organization, or elaboration

  17. Designing Instructional Strategies

  18. Specify Media • Instructor speaking • Chalk board • Printed text (textbooks, worksheets, visuals, etc.) • Audio/video/multimedia • Computer presentation and/or simulation • Web-based instruction • etc.

  19. Development • Prepare student & instructor materials, both print & non-print, as specified during design • Delivery Methods: • Group presentation • Self-paced learning • Small-group interaction activities • Combination

  20. Designing Instructional Strategies

  21. Design: Write instructional objectives Identify type of content to be learned Select instructional strategies according to the content type Select media Development: Prepare student & instructor materials, both print & non-print, as specified during design Design & Development

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