ADDIE Model Learning objectives for this lesson: recognize the systematic process of the ADDIE model identify how the model can be applied to online course design 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. What is the ADDIE model? Systematic instructional design has a variety of models. 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. 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. References Gustafson, K.
MoodlePosium 2012 Instructional Design Models and Methods | Instructional Design Central Instructional Design Models and Methods "Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Review and compare various instructional design models and methods below: Merrill's First Principles of Instruction ADDIE Model Dick and Carey Model Kemp's Instructional Design Model Gagné's Nine Events of Instruction Bloom's Learning Taxonomy Kirkpatrick's 4 Levels of Training Evaluation Cathy Moore's Action Mapping Merrill's First Principles of Instruction ADDIE Model Dick and Carey Model 7.
ReMarksPDF | The next generation e-Grading solution Analysis Introduction Just as builders and architects look at the land and find out about what the new homeowners want before they start building the home, you as a multimedia designer will begin your instructional media project by thinking about what you will create and why. Who will use your project and why? What do they need to know or do? Use the ADDIE instructional design process to make sure that learners have a good instructional experience that does not happen in a haphazard way. This is a planned process so that the students who use your project will achieve the goals of your instruction. Each ADDIE phase will be covered in one lesson in this course. Analysis Steps Analysis Steps ( PDF ) Analysis Video Analysis video ( MOV ) Resources
Formative vs Summative « Kristy Wilhite's EDTECH Portfolio cc licensed @ flikr.com I have often heard the terms “formative” and “summative” through out my career. In my school district we as teachers are evaluated on two different scales, formative or summative. The purpose of formative evaluations is to gather information to improve instruction. As I look at where I am in my evaluation and after the readings this week, I am conflicted as to which evaluation I am doing. Like this: Like Loading... The “Backward Design” Process | Teaching and Learning Excellence This is from a presentation at the 2005 Teaching Academy Summer Institute by Mitchell Nathan & Erica Halverson Adapted from Understanding by design and Understanding by design: Professional development workbook (Wiggins & McTighe, 1998, 2004). We chose this framework for presenting course redesign because it embodies the principles of what we know about how people learn. Why is this called “backward design”? As novice designers, our instinct is often to start with a great learning activity that we know that really highlights a specific topic or skill. However, without a set of overarching learning goals and assessment strategies that help us understand whether or not students have reached these learning goals, and without a clear understanding of the knowledge students have coming prior to instruction, the activities themselves will likely be disconnected to each other and to learners’ prior knowledge, and therefore not likely to lead to robust learning for students.
The Red/Black Game This is an exercise to try on your students to demonstrate that not all situations are best done in a competetive way. Divide your class into three (or, possibly, more) teams. The purpose of the game is to score as many points as possible. On each turn, each group decides whether choose red or black and writes that on a sheet of paper. Scoring is as follows: If all choose black, each team scores 50. lziegler@csbsju.edu
SOCIAL MEDIA FOR HIGHER EDUCATION LEARNING | eCampus Students There’s an ongoing debate about the role social media should play in K-12 education. As a result, schools have been especially slow to adopt social technologies. Advocates point to the benefits social media offers students, and critics want to remove social media from classrooms, insisting that there be more regulation. Finding a happy medium has become a challenge. For higher education, the story is different. When used as an educational tool, colleges and universities have found that social media enhances the learning experience by enabling students and teachers to connect and interact in new ways beyond the classroom. Universities have fully embraced social platforms to recruit athletes and vet students who have applied for admission. OnlineUniversities.com has done some research about the pros and cons of social media in higher education, and they summarized their results in the info-graphic below. Source:
Instructional Design