ADDIE Model. The ADDIE model is a framework that lists generic process that instructional designers and training developers use.[1] It represents a guideline for building effective training and performance support tools in five phases. AnalysisDesignDevelopmentImplementationEvaluation It is an Instructional Systems Design (ISD) model. Most current ISD models are variations of the ADDIE process.[2] Other models include the Dick & Carey and Kemp ISD models.
Rapid prototyping is a commonly accepted improvement to this model. This is the idea of reviewing continual or formative feedback while creating instructional materials. History[edit] ADDIE Model Phases of ADDIE[edit] Analysis phase[edit] The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner's existing knowledge and skills. Who are the learners and what are their characteristics? Design phase[edit] In the design phase, developers: Development phase[edit] Implementation phase[edit] First Principles of Instruction. First Principles of Instruction, created by M. David Merrill,[1] Professor Emeritus at Utah State University, is an instructional theory based on a broad review of many instructional models and theories.[2] First Principles of Instruction are created with the goal of establishing a set of principles upon which all instructional theories and models are in general agreement, and several authors acknowledge the fundamental nature of these principles.[3] These principles can be used to assist teachers, trainers and instructional designers in developing research-based instructional materials in a manner that is likely to produce positive student learning gains.
The Principles[edit] First Principles of Instruction are described as a set of interrelated principles which, when properly applied in an instructional product or setting, will increase student learning. These principles include the following:[4][5] Research Support[edit] See also[edit] instructional design instructional theory Merrill, M. What is Instructional Design? part 2. In my last post (What is Instructional Design? Part 1), I explained my idea of what instructional design is. In this post, I want to explain a little further the kinds of tools an instructional designer uses to create worthwhile learning experiences. Instructional designers use 3 main types of tools in their work: (1) instructional theory, (2) instructional design processes, and (3) instructional technologies and tools.
This video explains how these are used. (You can also continue reading below for more details). The Activity of the Instructional Designer The picture below demonstrates the activity of an instructional designer as it relates to these tools. So, in our picture, the instructional designer uses physical tools and technologies to manipulate content and create materials that the learners will interact and learn with. A good instructional designer also works with abstract tools as they design instructional materials. Why Online Courses [Really] Need an Instructional Design Strategy. In this post I examine and define instructional design, and share why it’s essential to the development of online courses. “Design brings forth what would not come naturally“ Klaus Krippendorff Developing an online course that is engaging, promotes interaction, motivates learners, and above all facilitates learning is easier said than done.
It’s even more challenging when trying to modify a face-to-face course for the online format. I know because I worked at a four-year college as lead curriculum designer. My job was to collaborate with faculty to transition their face-to-face courses to a 100% online course which was delivered via the schools’ learning management platform, Moodle. During the process of converting more than fifteen courses to 100% online courses, I was able to recognize and appreciate fully the principles and process of instructional design.
The Design Process for Online Courses, by Giulia Forsythe (Flickr) What is Instructional Design? Why Instructional Design? I. II. How Course Design Puts the Focus on Learning Not Teaching. This is the second post in a series of four on instructional design for online courses. The goal of this series is to introduce a fresh, innovative approach to course design. Instructional design, also known as learning design, appears to be making a comeback, which is most fortunate given that I am writing a series on this very topic. Massive open online courses [MOOCs] that mimic the classroom model where the learner is passive and the instructor is not, highlights the need for fresh, new approach to course design.
And it’s not just MOOCs that need help, but numerous courses currently offered online; many are in need an overhaul to create an environment focused on learning, rather than one that focuses on instruction. In the first post of this series, Why Online Courses [Really] Need Instructional Design I wrote about the dire need for instructional design: how it is needed to guide the process of learning for students, and guide the teaching of the course as well. Resources: