ADDIE infographic from http://extension.oregonstate.edu/eesc/instructional-technology/instructional-design
On Thursday March 7th, 2013, I lead a seminar on
Instructional Design for Trade School Toronto at the University of Toronto’sHart House . It was a great opportunity to address an interesting mix of attendees. Present were some education majors with a pretty strong theoretical background in the
topic as well as learners who admittedly were hearing about instructional design for the
first time. All seemed quite engaged
and I think/hope that we all took a lot home from the experience.
The presentation began by scaffolding theoretical approaches to learning. The second part of the seminar looked at a case study to showcase the practical and procedural application of the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model as a generic and simplified instructional design model.
The presentation began by scaffolding theoretical approaches to learning. The second part of the seminar looked at a case study to showcase the practical and procedural application of the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model as a generic and simplified instructional design model.
While unfortunately unable to share the powerpoint deck with
attendants (proprietary content issues with the graphics), I’ve drafted this
entry to the NEOPAIDEA blog to provide those interested with a high level synopsis
of the theoretical content of the discussion followed by a more detailed ADDIE
model in table format (there is also a paragraph regarding the future of instructional design that was never a topic in the seminar but added for interest's sake).
Theories of Learning
Behaviourism: is a set of assumptions about the nature of knowledge. It is based on observable and measurable outcomes
in changes in behaviour. In education, it means repeating a desired behavioural pattern until it becomes automatic.
Instructional design formally
first appears in the US during WWII applying behaviourist principals to teach thousands
of young recruits how to operate, maintain and repair some of the worlds most
sophisticated machinery in a short period of time. This was done by analyzing and breaking
down specific behavioural objectives into learning content. Next, devise the
steps necessary to achieve these objectives by establishing and testing procedures.
Upon validating the programme against the
attainment of objectives, any revisions that are necessary are made and
repeated as part of the ongoing refinements to the training. This type of
programmed instruction succeeded in creating small but effective
self-instructional systems. (Heinich, 1970)
The ADDIE model is an
essentially behaviourist approach to producing vocational education systems as
reinforced modular segments of learning.
B.F. Skinner was the
behaviourist highlighted in the seminar.
Cognitivism: is important to
instructional design because it involves the internal management of
information. Behaviourism focuses on external stimuli whereas cognitivism
focuses on what happens to information inside the mind.
In instructional design, a
very simple example of where cognitivism is applied in terms of organisation of
information is present at the outset when we establish the process of
introducing the course content and in the design of the interface and many of
the interactivity design decisions.
Jean Piaget was the cognitivist highlighted in the seminar.
Jean Piaget was the cognitivist highlighted in the seminar.
Constructivism: is concerned with meaning and problem solving. It's focus is on the construction of knowledge through engagement rather than the regurgitation of information as taught in more traditional rote learning education environments.
Constructivists argue that knowledge is constructed from experience; that learning is a personal interpretation of the world; that learning is an active process in which meaning is developed on the basis of experience; that conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning and; that learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity. (Merrill, 1991)
From the perspective of instructional design this means there are many conciderations to be made in order to successfully draw from the theoretical approaches of constructivism. The main aspect of this theory that is employed most regularly is the idea of generating and presenting content in story driven, or narrative based structures.
Constructivists argue that knowledge is constructed from experience; that learning is a personal interpretation of the world; that learning is an active process in which meaning is developed on the basis of experience; that conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning and; that learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity. (Merrill, 1991)
From the perspective of instructional design this means there are many conciderations to be made in order to successfully draw from the theoretical approaches of constructivism. The main aspect of this theory that is employed most regularly is the idea of generating and presenting content in story driven, or narrative based structures.
Lev Vygotsky was the
constructivist highlighted in the seminar. He is also more preeminently a
social constructivist.
Summary: While behaviourism
is concerned with how we acquire knowledge, cognitivism addresses how that
knowledge is organized and constructivism informs how we add meaning to that
knowledge. These three systems provide us with a conceptualization of what we
understand to be learning employed throughout the ADDIE model.
Supplementary theories of
learning:
Humanism: the role of
humanism in education is not so much theoretical as it is aspirational. The goal is to maximise human capacity and engagement for learning by placing the focus of the learning squarely on the learner (as opposed to the instructor in more classical approaches to education) and provide room for the learner to direct some of their own learning.
While the learner is the main design consideration during the analysis phase of the ADDIE model when the characteristics of the learner are determined, this information is later still mostly used prescriptively. Outside of the availability of different learning paths made possible through interactivity, and because the focus is usually on outcomes rather than on the learner, there are few considerations or even opportunities for a humanist approach in instructional design.
One of the challenges we work with is in finding ways of increasing the role of the humanist approach in instructional design.
While the learner is the main design consideration during the analysis phase of the ADDIE model when the characteristics of the learner are determined, this information is later still mostly used prescriptively. Outside of the availability of different learning paths made possible through interactivity, and because the focus is usually on outcomes rather than on the learner, there are few considerations or even opportunities for a humanist approach in instructional design.
One of the challenges we work with is in finding ways of increasing the role of the humanist approach in instructional design.
Maria Montessori was the humanist highlighted in the seminar.
Critical pedagogy: was
mentioned only because, though it permeates most post-graduate programmes in
education in Ontario, it is not at all present in most models of instructional
design. Critical pedagogy rejects the
notion of the learner as a blank slate or “tabula rasa”, a principle that early
behaviourism was based upon.
Designing for critical pedagogy in eLearning would be quite difficult because the limited options of most interactive learning programmes mean that learners are confined to work “within the box” of the constrained parameters as established by the design. A critical post-learning that identifies and examines these parameters outside of a digital context would add a critical element to a blended learning-solution (uses both eLearning and face-to-face) however presenting a critical strategy within a digital context remains a challenge.
One answer may be in combining approaches from ludology (the study of games) with pedagogy. Enough small numbers of variables allowed to interact in a diverse enough way could create room for nearly unlimited options and outcomes in an interactivity model. In chess for instance, Claude Shannon's calculation uses the game-tree complexity of chess and places the number of possible moves in chess in the120th scientific notation (a number followed 120 zeroes). All this from 32 play pieces and an 64 squared playing surface.
Successfully employing chesslike complexity to eLearning while still coming from and maintaining position of operant simplicity is an example of a unique and challenging instructional design problem.
Paolo Frere was the critical pedagogue highlighted in the seminar.
The Future: Adding these missing elements of learning theories into instructional design will probably become more available as the learning technology itself becomes more "smart".
An aritificial intelligence that can learn from the learner what information and tasks to provide and in what sequence etc. would create a more student centred digital learning environment and in this way, better provide for the missing humanist element. Additionally, a more powerful computer would be better capable of managing the complexity of information required to host the gamification and game-based learning solutions that could be used to satisfy a call toward a more critical approach to eLearning.
Designing for critical pedagogy in eLearning would be quite difficult because the limited options of most interactive learning programmes mean that learners are confined to work “within the box” of the constrained parameters as established by the design. A critical post-learning that identifies and examines these parameters outside of a digital context would add a critical element to a blended learning-solution (uses both eLearning and face-to-face) however presenting a critical strategy within a digital context remains a challenge.
One answer may be in combining approaches from ludology (the study of games) with pedagogy. Enough small numbers of variables allowed to interact in a diverse enough way could create room for nearly unlimited options and outcomes in an interactivity model. In chess for instance, Claude Shannon's calculation uses the game-tree complexity of chess and places the number of possible moves in chess in the120th scientific notation (a number followed 120 zeroes). All this from 32 play pieces and an 64 squared playing surface.
Successfully employing chesslike complexity to eLearning while still coming from and maintaining position of operant simplicity is an example of a unique and challenging instructional design problem.
Paolo Frere was the critical pedagogue highlighted in the seminar.
The Future: Adding these missing elements of learning theories into instructional design will probably become more available as the learning technology itself becomes more "smart".
An aritificial intelligence that can learn from the learner what information and tasks to provide and in what sequence etc. would create a more student centred digital learning environment and in this way, better provide for the missing humanist element. Additionally, a more powerful computer would be better capable of managing the complexity of information required to host the gamification and game-based learning solutions that could be used to satisfy a call toward a more critical approach to eLearning.
The ADDIE Model
Phase
|
Objectives
|
Tasks
|
Analysis
|
Identify and clarify instructional challenges
|
•
Determine learning characteristics of audience
•
Establish educational goals and objectives-
“current reality”; “desired future outcomes”; What is the gap?
•
Identify content
•
Identify learning environment and delivery
strategies
•
Form instructional strategies
•
Form assessment strategies
•
Formative evaluation
•
Determine project constraints
•
Establish project timelines
•
Draft high level course design
|
Design
|
Design instructional strategies including choice
of media
|
•
Determine and name individual learning
modules
•
Identify content and strategies for each
unit of instruction
•
Draft design document
•
Write script and draft storyboard
•
Determine media look and feel, graphic
design, user-interface/interactivity
|
Development
|
Produce learning solutions
|
•
Build course structure
•
Build content and material, assignments,
pre/post learning and ongoing assessments
•
Create prototype
•
Upload content
|
Implementation
|
Learning solutions put into action
|
•
Test prototype
•
Provide course overview and expectations
•
Train learners and facilitators on use of
product
•
Initiate instruction
•
Collect early stage feedback (formative
evaluation)
|
Evaluation
|
Examine course outcomes
|
•
Determine if expected learning outcomes
were achieved
•
Formative evaluation (present in each
stage)
•
Summative evaluation (tests for
criterion-related referenced items)
•
Look for opportunities to improve the
course
•
Make revisions
|
References:
Heinich, R. (1970). Technology and the management of instruction (Association for Educational Communication and Technology Monograph No. 4). Washington, DC: Association for Educational Communications and Technology
Merrill, M. D. (1991). Constructivism and instructional design. Educational Technology, May, 45-53.
Online Instructional Design blogs, tools and resources:
Pedagogy:
Sloan Consortium - Research, Best practices
Seven Principles of Effective Teaching
Instructional Design Checklist (pdf) | Rubric for Online Instruction (California State University, Chico)
Principles of Online Design | Checklist for Online Course Design (Florida Gulf Coast University)
Course Design Tips
Instructional Design Principles:
http://eduscapes.com/instruction/3.htm
http://en.wikipedia.org/wiki/First_Principles_of_Instruction
http://en.wikipedia.org/wiki/Instructional_design
Addie Models:
http://www.itrc.wvu.edu/coursedev/preproduction/addie.html
http://www.outsource2india.com/LearningSolutions/articles/ADDIE.asp
http://www.tc.umn.edu/~jlambrec/CI5336/Spring2001/Addie-Model.htm
http://www.tzanis.org/Courses/ADDIE/
http://www.nwlink.com/~donclark/
http://www.codeconnoisseur.org/it/edit6100/task3/intro
http://en.wikipedia.org/wiki/ADDIE_Model
http://ed.isu.edu/addie/
Faculty Training for Online Teaching:
http://campustechnology.com/articles/49570/
http://www.worldwidelearn.com/online-courses/teaching-online.htm
Copyright Issues
http://www.ion.illinois.edu/courses/catalog/index.asp
thanks for sharing article about "instructional-design-addie-model"
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