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Using the ADDIE Model
Audrey CutlerSpring 2013
Solve instruction challenges using a shared approach – the ADDIE model.
Using materials provided during the presentation, students will be able to:
Demonstrate familiarity with the tasks, outcomes and goals of each phase of the ADDIE model by correctly matching 90% of tasks or tools to their corresponding design phase.
Recognize elements of behavioral objectives.
ADDIE
Instructional Designers /Subject Matter Experts
Kanji Takeno, Towson University, Retrieved on Mach 3, 2010 from:http://towson.edu/photographicservices/image_gallery.asp
Instructional Systems Design
Instructional Design or
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
Is this a problem that can be solved with an
instructional solution?
Licensed under the Creative Commons Attribution-Share Alike 1.0 Generic license. Retrieved March 3, 2010 from http://commons.wikimedia.org.
Christian Møller. (2007). Road trip. Retrieved on March 3, 2010 from:http://chrmc.dk/wp.
What is the need or problem?
Training or non-training solution?
What resources do I need?
What are the obstacles?
Do I have everything I need to write objective and evaluation in the design phase?
(Hodel, 2000)
You need to first find out:
Is this a problem that can be solved with an
instructional solution?
How can you get the information you need to answer these questions?
write + pair + share
What is at least one
NON-educational
solution to this issue?
What is at least one
educational solution
to this issue?
Difference between performers’ current and
needed:
Knowledge
Skills
Attitudes
Define in observable terms –
General duties
Specific tasks and their descriptions, decide:
What decisions are required to perform this task?
What subtasks are needed?
What information/knowledge is needed to perform this task?
What are the needed inputs/outputs of each task?
1. List three or four major duties to be carried out to get ready for the party.
2. Pick one duty from prior step. Break it down into 3-5 tasks (and subtasks, if appropriate).
3. For each task: Identify the specific knowledge needed for the task, decisions required during each task, inputs (needed conditions, resources) & outputs (something produced by the task)
For all: Write duties/tasks as observable actions.http://atssportsblog.com/wp-content/uploads/2009/06/orioles-baseball.jpg
Which learner and environmental factors should be considered in proposing a solution?
(Seels & Glasgow, 1998)
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)
Objectives
Matching assessments
Instructional plan
GoalsAnalysis
A – Audience
The learners
B – Behavior
What should the learner be able to do as a result of this instruction?
C – Condition
Any special conditions required to demonstrate mastery?
D – Degree
What performance is good enough?
Using materials provided during the presentation, ISTC 541 students should be able to: Demonstrate familiarity with the tasks, outcomes and goals of each phase of the ADDIE model by correctly matching 90% of tasks to its corresponding design phase.
Using materials provided during the presentation, ISTC 541.101 students should be able to: demonstrate familiarity with the tasks, outcomes and goals of each phase of the ADDIE model by correctly matching 90% of tasks to its corresponding design phase.
Material production
Pilot testing –
Does this solution work as planned?
Student meets instruction Captive audience Asynchronous course Coaching On-the-job training Just-in-time resource
Kanji Takeno, Towson University, Retrieved on Mach 3, 2010 from:http://towson.edu/photographicservices/image_gallery.asp
“Have we solved the problem?”
“What is the impact [of the training solution]?
“What needs to be changed?”
Seels, B., & Glasgow, Z. (1990).
Analysis
Design
Development
Implementation
Evaluation
Talk with Subject-Matter Experts
Student attend a class
Write Goals
The Investigation Phase
Write Tests
The Planning Phase
Produce a handout.
Perform aTask Analysis
Pilot Test the instruction
Define instructional problem
Hodell, C. (2000). ISD from the ground up. Alexandria, VA: ASTD Press.
Holland, G. P., (2005). Basics of instructional design. Retrieved March 3, 2010 from: http://wwwnew.towson.edu/adminfinance/ots/ciat/isd
Seels, B., & Glasgow, Z. (1998). Making instructional design decisions (2nd ed.). Upper Saddle River, NJ: Merrill.
