Instructional Design
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The document discusses the ADDIE instructional design model involving the phases of analysis, design, development, implementation, and evaluation for effective e-learning course creation. It emphasizes the importance of assessing course viability, designing to meet learning outcomes, and evaluating the learner experience. Despite criticisms of the linear nature of the model, it highlights the iterative process of revisiting each phase to optimize course quality.
Instructional Design
- 1. eLearning Certificate Week 10 Dr. Iain Doherty Associate Professor Director eLearning Pedagogical Support Unit Centre for the Enhancement of Teaching and Learning 25th July 2012
- 2. Contents • ADDIE Instructional Design Model – Analysis – Design – Development – Implementation – Evaluation • Concluding Comments
- 3. ADDIE Instructional Design Model • ADDIE instructional design model has been criticized for being too linear and too proscriptive. • However, instructional design work will necessarily involve each component of the ADDIE model. • The reality will likely be that the different components are revisited e.g. analyze, design, evaluate, analyze, design, implement, evaluate, analyze, design. 3
- 4. ADDIE Instructional Design Model • We’re going to look at the instructional design model using the example of a professional learning site designed to support teaching improvement https://www.fmhshub.auckland.ac.nz/index.html 4
- 5. Analysis • Project Viability: – What is the goal for the eLearning project? – What is the rationale for incorporating eLearning into the course? – Who is available to contribute to the course development? – What funding is available for the development work? • The aim here is to determine that the project is worthwhile. 5
- 6. Analysis • Course Viability: – What is the aim of the course? – What are the learning objectives for the course? – What is the current format of the course? – What new provisions are required? – Who is the intended audience for the course? • The aim here is to determine that there is a course suitable for conversion. 6
- 7. Analysis • The analysis phase will result in a needs analysis document that provides an overview of the viability of the course. • If the course is not viable e.g. no strong rationale, insufficient subject matter experts, ill-structured course, lack of funding, then the project should not go ahead. • Project could be abandoned or work could be done to make the project viable. 7
- 8. Analysis FMHS Teaching Hub Analysis 8
- 9. Design • Instructional designers are concerned with how they will create a course that will enable learners to achieve the specified learning outcomes. • The design phase is about creating a design for a course that will maximize student learning. • Remember that the analysis phase has already told the instructional designer something about the learners and about the course. 9
- 10. Design • Instructional designers ask themselves the following questions: – What are the different ways in which students might learn the content? – How should content be organized to maximize student learning? – What types of activities and exercises will best help learners? 10
- 11. Design • Instructional designers ask themselves the following questions: – What range of media might be used in presenting ideas to students? – What delivery formats should be used to maximize student learning? – Which assessment methods would be most appropriate to measure student learning? 11
- 12. Design • The design phase ends with the completion of a design document. • The design document captures the learning outcomes along with the answers to the questions that are asked during the design phase. • This is a very important document because it forms the basis for the development work. • The academic should sign off on the document before work progresses. 12
- 13. Design FMHS Teaching Hub Analysis 13
- 14. Development • Most of you will be acting as instructional designers and course developers i.e. there is no course development team. • When developing a course you should keep two questions in mind: – Will the course that I am developing enable students to achieve the learning objectives? – Will the course that I am developing work in the teaching situation? 14
- 15. Development • If the instructional design document is sound then the development process is relatively straightforward. • The process consists of translating the design into an actual course. For example: – Creating a Moodle course and a course structure. – Sequencing content in each module. – Including appropriate media such as video and audio. – Setting up activities such as discussions and wikis. – Creating appropriate assessment tasks. 15
- 16. Development FMHS Teaching Hub Analysis 16
- 17. Implementation • Implementation sounds straightforward but there are some issues to consider: – Will the lecturer be comfortable teaching in an eLearning environment? – Will students have the requisite knowledge to use technologies in their learning? – What kind of support is available for lecturers who run into problems? – What kind of support is there for students who run into problems? 17
- 18. Development FMHS Teaching Hub Analysis 18
- 19. Evaluation • A course should be evaluated at 2 different levels: – What was the learner experience of the course? – Did the learners achieve the learning objectives? • Responsibility for evaluating beyond these levels – e.g. did learning translate into real world practice – probably rests with the educators. 19
- 20. Evaluation FMHS Teaching Hub Analysis 20
- 21. Closing Comments • The process presented here represents an ideal. • Often instructional designers will find themselves working in less than ideal circumstances. • There is a need to be as thorough as possible whilst realizing that the design process will likely not be perfect. • Also recognize that instructional design can range from straightforward requests to very complex project requests. 21