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Learning objectives for this lesson:
What is instructional
design?
Instructional design is “the systematic and reflective process of
translating principles of learning and instruction into plans for instructional
materials, activities, information resources, and evaluation” (Smith and Ragan,
1999, p. 2).
Instructional design originated in the 1950s from the military. By the early 1970s, the
use of instructional systems design (ISD) methods had become common in all
branches of the military. During the 1970s, ISD became accepted as a standard
training methodology in many corporate, government, and military training
departments to close skill deficiencies. In recent years, there has been a
growing use of instructional design processes in universities and other
educational settings.
What is the ADDIE model?
Systematic instructional design has a variety of models. A close examination of these models found that they include such core
elements as analysis, design, development, implementation, and evaluation (ADDIE).
These unifying elements ensure congruence among goals, strategies, evaluation,
and the effectiveness of the resulting instruction.
Analysis --> Design --> Development --> Implementation --> Evaluation
While the core elements of the ADDIE model remains constant, the ADDIE
activities typically are not organized in a linear, step-by-step manner.
Instead, the instructional design process is iterative and self-correcting
in nature (Gustafson & Branch, 2002). Experienced faculty members
can
use a modified ADDIE model in their courses. Click
here for
more about the ADDIE model.
Note however that two elements of the ADDIE, analysis and evaluation, are
constantly omitted in design and training process for a variety of reasons such
as lack of time and lack of awareness. Literature indicates that
doing an analysis (needs assessment) and evaluation (reflection and
improvement), even simple ones, can contribute significantly to your course
design.
How to use the ADDIE model
to manage your online course?
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Analysis
- analyze student
characteristics (prerequisite and previous courses, prior knowledge,
and online experience, among others).
- define learning goals and
objectives
- set realistic expectations
for the course
Design
- decide on the main instructional
methods (video lectures, project-based learning,
team-based learning, among others)
- design an assessment plan
- create
detailed course outline
Development
- construct a detailed
syllabus
- develop PowerPoint, PDF,
Flash, and other course documents
- develop assessment items
(multiple choices, project rubrics, and e-Portfolio instruction,
among others)
Implementation
- launch the course
management system such as
Blackboard or WebCT
Evaluation
- adjust instructional
strategies according to students' interaction with the content, the
instructor, and the peers
- collect course feedback via online
survey, email, or other media.
- validate content accuracy and
completeness, teaching methods, and communication approach, among
others.
- revise as necessary
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References
Gustafson, K. K., & Branch, R. M. (1997). Survey of instructional development
models (3rd ed.).
Syracuse
University, NY: ERIC Clearinghouse on Information Resources.
Smith, P. L., & Ragan, T. L. (1998).
Instructional design (2nd ed.) New York: Merrill.
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