A nalyze , D esign , D evelop , I mplement , E valuate
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Transcript of A nalyze , D esign , D evelop , I mplement , E valuate
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Overview
What is ADDIE?Why ADDIE?Where do I start?
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What is ADDIE?
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Why ADDIE?
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Where do I start?
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Review
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Who is responsible?
Who is responsible for the needs analysis?
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Analyze
• A – Analyze– What do you want to achieve?– What must be taught?– What are the learning needs?– Do Not
• Use the wrong focus• Make it too easy or too hard• Use incomplete, redundant, or
inaccurate material
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A - Analyze
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PRACTICE
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Design
• D – Design– Transforms learning
objectives into instructional strategies through the use of:
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D - Design
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Develop
• D – Develop– Storyboards/Templates– Prototype– Course Materials– Course Review– Pilot Session
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D - Develop
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Implement
• I – Implement– Establish a timeline – Notify supervisors– Schedule learners– Select & schedule trainer – Arrange delivery of materials– Ensure adequate resources
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Evaluate
• E – Evaluate– Did learners enjoy the
course– Were the objectives met– Did the objectives meet the
identified needs/goals
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Word of Caution
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Resources
• Dick, W., Carey, L., Carey, J.O. (2005). The systematic design of instruction. (6th ed.). Boston, MA: Bacon and Allyn.
• Driscoll, M. (2002). Web-based training: Creating e-learning experiences. (2nd ed.). San Francisco, CA: Jossey-Bass/Pfeiffer.
• Intuology. (2008). The addie instructional design model: A structured training methodology. Retreived from: http://www.intulogy.com/addie/
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). San Francisco: Berrett-Koehler.
• Mager, R. F. (1997). Making instruction work: A step-by-step guide to designing and developing instruction that works (2nd ed.) Atlanta, GA: The Center for Effective Performance.
• Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction (3rd ed.). Atlanta, GA: The Center for Effective Performance.