Instructional Design and Technology
My Definition
A field of study that combines educational theory with technology, using a systematic process focused on developing, implementing, and assessing educational resources and experiences.
The ADDIE Model
The ADDIE model is a widely recognized framework used in instructional design to create effective educational experiences. It stands for Analysis, Design, Development, Implementation, and Evaluation. Each phase of the model plays a critical role in ensuring that the learning objectives are met and that learners derive maximum benefit from their training. Below is an explanation of each phase along with examples for clarity.
Analyze
1. Analysis
Definition: The Analysis phase involves identifying the learning needs, goals, and the specific audience for the training. Instructional designers assess what learners should know or be able to do by the end of the course.
Examples:
- Conducting a needs assessment survey to determine skills gaps among employees.
- Analyzing existing materials to identify strengths and weaknesses.
- Gathering information on the target audience, including their prior knowledge, learning styles, and motivations.
Design
2. Design
Definition: In the Design phase, instructional designers outline the course structure, design learning activities, and prepare assessment strategies. This is where the overall approach and strategy for the training are developed.
Examples:
- Creating a storyboard that outlines each lesson's content and activities.
- Developing detailed learning objectives, such as “Learners will be able to create a project plan using Gantt charts.”
- Selecting appropriate instructional methods (e.g., e-learning, workshops, simulations) based on the target audience’s needs and preferences.
Develop
3. Development
Definition: The Development phase involves creating and assembling the course content and materials. This is where the plans from the Design phase come to life through the production of instructional materials.
Examples:
- Building e-learning modules using authoring software (e.g., Articulate Storyline, Adobe Captivate).
- Creating multimedia elements, such as videos, infographics, or interactive quizzes to enhance engagement.
- Writing scripts and designing graphics for PowerPoint presentations or other training materials.
Implement
4. Implementation
Definition: In the Implementation phase, the training is delivered to the learners. This can include preparing instructors, conducting pilot testing, and ensuring that all logistics are in place.
Examples:
- Facilitating a live training session or launching an online course on a Learning Management System (LMS).
- Training instructors or facilitators on how to effectively deliver the content and utilize the materials.
- Conducting a pilot session to gather feedback and make any necessary adjustments before the full rollout.
Evaluate
5. Evaluation
Definition: The Evaluation phase assesses the effectiveness of the training program. Evaluation occurs both during (formative) and after (summative) the training to ensure that the learning objectives are met and to inform future improvements.
Examples:
- Administering quizzes, surveys, or assessments to gauge learner understanding and retention.
- Collecting feedback from participants about their training experience and the materials used.
- Analyzing performance data post-training to determine if the learning objectives were achieved and if there is any impact on workplace performance.
The Dick and Carey Model
The Dick and Carey model is a systematic instructional design framework that emphasizes the importance of aligning instructional goals with assessments and learner characteristics. It is structured around a series of interconnected steps, making it a comprehensive approach for developing effective educational experiences. Below is an overview of each step along with examples to illustrate their implementation.
Instructional Goals
1. Identify Instructional Goals
Definition: This step involves defining what learners should be able to achieve by the end of the instruction. It outlines broad objectives that guide the entire instructional design process.
Examples:
- An organization may decide that a goal is to improve employee customer service skills.
- A school might establish a goal for students to demonstrate proficiency in algebra by the end of the course.
Instructional Analysis
2. Conduct Learning and Instructional Analysis
Definition: In this phase, instructional designers analyze the knowledge, skills, and attitudes that learners must acquire to achieve the goals. This analysis helps to identify the specific behaviors that the instruction will address.
Examples:
- Breaking down customer service skills into specific behaviors, such as active listening and conflict resolution.
- Decomposing algebra proficiency into required skills, like solving equations and graphing functions.
Context Analysis
3. Analyze Learners and Contexts
Definition: This step focuses on understanding the characteristics of the learners (such as their prior knowledge, learning styles, and demographics) and the context in which the instruction will take place (such as the learning environment and available resources).
Examples:
- Conducting surveys to gather information on employees' previous experiences with customer service training.
- Assessing the technological capabilities of students, such as their access to computers for online learning.
Objectives
4. Write Performance Objectives
Definition: Based on the analysis conducted, specific and measurable performance objectives are created. These objectives outline what learners should be able to do after the instruction.
Examples:
- “By the end of this training, participants will effectively handle customer complaints using the appropriate techniques.”
- “Students will be able to solve quadratic equations by applying the quadratic formula in 80% of cases.”
Develop Assessments
5. Develop Assessment Instruments
Definition: In this phase, assessment tools are created to evaluate learners' progress in achieving the performance objectives. These assessments can be formative (ongoing) or summative (final evaluation).
Examples:
- Developing role-play scenarios to assess customer service techniques in practice.
- Creating a test consisting of various algebra problems to measure student proficiency.
Reflections
My e-Portfolio reflects the following learning objectives of the ETEC 5440 Course.
CLO 1: Articulate human learning.-My e-Portfolio includes information about 3 human
learning theory models and major theorists.
CLO 2: Define instructional design.- I defined instructional design at the top of my Design page.
CLO 3: Identify different approaches to instructional design.-My e-Portfolio identifies
2 different instructional design approaches. The ADDIE model and the Dick and Carey
Model.
CLO 5: Compare and contrast different approaches to instructional design.- My e-portfolio
Lists each step to the ADDIE and Dick and Carey model that shows the similarities and
differences to each approach
CLO 6: Apply one or more approaches to instructional design.-I applied the ADDIE model
To the group project “Inference Investigators”
CLO 7: Develop educational or training products using an instructional design process.
As a group, I helped develop and educational product for 4th graders to teach and practice
making inferences. This project is part of my e-Portfolio.
Group project “Inference investigators”
CLO 8: Collaborate successfully on an instructional or training project with a team.- I
collaborated with a fantastic team to create the “Inference Investigators” design project
CLO 10: Construct e-Portfolio Design/Development section.-I have started constructing
My e-Portfolio design page
I utilized instructional design principles to create my e-portfolio.
To create my website e-porfolio I utilized the following Instructional Design principles:
Gathering feedback about my website design
Gaining attention by posting a colorful visual at the top of the page
Designed a simple and clean page utilizing basic graphic design principles
Followed copyright laws and cited sources to images
Recalled prior knowledge (part of Gagne’s 9 Events)
Growth and Key Milestones
1-Project Management: This class gave me an opportunity to work on a semester-long project with some really wonderful and smart people. I learned about project management and how to collaborate with a team.
2-This course taught me about UDL and how to create materials or online products that improved accessibility for everyone. I utilized those skills while developing my group design project, “Inference Investigators.”
3- Understanding copy-I learned about copyright laws and regulations. This skill came in handy while developing my group project. I followed copy-write laws to find and create images and videos for the lesson.
4- The most important concept I learned in this class was how to use the ADDIE model step by step. I felt comfortable with the Design, Develop, and Implement stages. However, working through the Analyze and Evaluate stages were of great benefit to me. Collecting, analyzing and evaluating data were new concepts for me.My e-Portfolio demonstrates my understanding of the ADDIE model in two ways. 1- I list the steps to the model and an explanation of each step on my e-Portfolio website. 2- My group project was developed using the ADDIE model. The entire project, step-by-step, is uploaded to my website.
