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Copyright © 2005 Ray Magnan 1
Instructional Design Basics- The ADDIE Model
Pubsnet Documentation and Training Conference October 17, 2005
Instructional Design Instructional Design BasicsBasics-- The ADDIE ModelThe ADDIE Model
Pubsnet Documentation and Training Conference Pubsnet Documentation and Training Conference October 17, 2005October 17, 2005
Ray Magnan M.Ed.Ray Magnan M.Ed.Education Technology ConsultantEducation Technology [email protected]@yahoo.comwww.geocities.com/raymagnanwww.geocities.com/raymagnan
Copyright © 2005 Ray Magnan 2
AgendaAgenda•• Discuss principles of Instructional Design Discuss principles of Instructional Design (ID)(ID)
– ADDIE Model
•• Review a sample courseReview a sample course
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GoalsGoals•• Familiarize you with the following aspects of Familiarize you with the following aspects of
Instructional Design Instructional Design – Key concepts – Terms – Processes– Issues
•• Help you ask the right questions about your Help you ask the right questions about your projectsprojects
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My BackgroundMy Background•• Design education solutions for software industryDesign education solutions for software industry
– Instructor led training (ILT), self-paced, or blended.– E-Learning: Primarily deployed over the web.
•• PrimaryPrimary focus: focus: – Software for the healthcare industry.
• Business intelligence applications and others
•• Typically medium to large scale projectsTypically medium to large scale projects•• Audiences: Audiences:
– End-users, analysts, software developers, installation consultants, support, sales, and marketing.
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And you are?And you are?•• Involved with training?Involved with training?
– Most of the time– Part time– Not currently
– Healthcare– Retail– Insurance– Hotel/Restaurant– Other
•• Industry:Industry:– Software– Hardware– Biotech– Manufacturing– Transportation
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ADDIE ModelADDIE ModelADDIE Model
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What is ADDIE?What is ADDIE?•• Widely used methodology for developing Widely used methodology for developing
new training programs.new training programs.•• Advantages: Flexible and scalable.Advantages: Flexible and scalable.•• Provides a stepProvides a step--byby--step system for:step system for:
– Evaluation of students’ needs– Design and development of materials– Evaluation of training effectiveness
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ADDIE Model PhasesADDIE Model Phases
•• AnalyzeAnalyze
•• DesignDesign
•• DevelopDevelop
•• ImplementImplement
•• EvaluateEvaluate
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Enhanced ADDIE ModelEnhanced ADDIE Model•• AnalyzeAnalyze
– Initial analysis– Create project charter
•• DesignDesign– Course outline– User interface (UI)– Prototype. Test technology and UI.
•• DevelopDevelop– Create materials– Review, edit, QA
•• ImplementImplement– Roll out to trainers and students.
•• EvaluateEvaluate– Was training effective?
•Track Time Spent–Use for future projects
–Prove Return on Investment (ROI)
•Ongoing Maintenance–Accommodate new features or versions.
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RolesRoles•• Project Project stakeholdersstakeholders
– Group/person requesting the training– Others with a stake in the success of the project
•• ManagementManagement– Training department leadership– Project sponsor– Project manager
•• ResourcesResources– Subject matter experts (SMEs)
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Roles (continued)Roles (continued)•• Team Team
– Technical architect– Instructional designer– Assessment and evaluation consultant – Technical writers– Trainers– Editor (Templates/standards)– Graphics designer– User interface (U.I.) designer
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AnalysisAnalysisAnalysis
AADDIEDDIE
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AnalysisAnalysis
Training RequestTraining Request•• Request from senior management or other Request from senior management or other
departments.departments.– New product– Enhancements to existing product – Problems with existing product or process
•• Stakeholders: Have a vested interest in the Stakeholders: Have a vested interest in the success of the training.success of the training.
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AnalysisAnalysis
Business AnalysisBusiness Analysis•• Does this require training? Does this require training?
– Are there other alternatives? • Job aids• Existing resources
•• Other higherOther higher--priority training projects? priority training projects? – Sales pipeline
•• Budget for training?Budget for training?•• Delivery date?Delivery date?•• Other issues?Other issues?
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Analysis: Info Resources Analysis: Info Resources AnalysisAnalysis
•• StakeholdersStakeholders•• Subject matter experts (Subject matter experts (SMEs)SMEs)•• Product managersProduct managers•• DevelopmentDevelopment•• Existing Existing documentsdocuments
– Functional and technical specifications– Test guides
•• Sales and Sales and marketingmarketing– Sales pipeline. Business benefit.
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AnalysisAnalysis
Needs AssessmentNeeds Assessment•• Interview crossInterview cross--section of target audiences section of target audiences
and and managementmanagement– What do they need to know to do their job– Past issues– Potential issues
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AnalysisAnalysis
Audience AnalysisAudience Analysis•• Who are the audiences for the training?Who are the audiences for the training?
– Size of audience. Location.•• Is there any overlap in the required skills?Is there any overlap in the required skills?
– Could suggest a modular approach.•• ExamplesExamples
– Data entry clerk– Department supervisor– Financial analyst– Support and installation– Senior management (Reporting)
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AnalysisAnalysis
Task AnalysisTask Analysis•• What are the tasks associated with the What are the tasks associated with the
subject?subject?•• What do people need to be successful in What do people need to be successful in
their jobs?their jobs?
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AnalysisAnalysis
Performance GapsPerformance Gaps•• What are the current skill levels of the What are the current skill levels of the
audiences?audiences?•• What do they need to know to be successful?What do they need to know to be successful?•• What are the gaps? What are the gaps? •• Are the audiences:Are the audiences:
– Experienced– Novices– New
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AnalysisAnalysis
Media AnalysisMedia Analysis•• Which delivery methods should you use?Which delivery methods should you use?•• What technology is available? What technology is available?
– Development and delivery• Be careful about using new authoring or development
software in a major project.• Consider the learning curve of the new technology.• Will it speed up or slow down development?
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AnalysisAnalysis
Media AnalysisMedia Analysis•• Budget considerationsBudget considerations
– Consider time, money, personnel, other resources.– Balance costs with quality of learning. Example.
• Simulations and interactivity are resource intensive. • Use them where they give you the best return on
investment (ROI) or “Most bang for your buck.”
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AnalysisAnalysis
Media AnalysisMedia Analysis•• Sample Alternatives:Sample Alternatives:
– Instructor led training: Classroom or distance education
– Self-paced learning: Online or paper-based– Reference materials: Online or paper-based
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AnalysisAnalysis
Blended LearningBlended Learning•• Matches the most appropriate delivery Matches the most appropriate delivery
method with the learning objectives.method with the learning objectives.•• Example: Course with multiple components: Example: Course with multiple components:
– Online self-paced learning:• Pre-requisites and core content.
– Collaborative learning:• Conference calls, email, instant messaging.
– Instructor led training: • To cover more complex topics.
– Online resources for future reference after training
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Common Terms: ECommon Terms: E--Learning Learning AnalysisAnalysis
•• CBT or WBT CBT or WBT – Computer-Based Training / Web-Based Training
•• EPSS EPSS – Electronic Performance Support System– Example: Online help or other resources
•• VAC VAC – Virtual Asynchronous Classroom – Not real time. Ex: WebCT
•• VSCVSC– Virtual Synchronous Classroom – Real time. Ex: Centra or Sametime.
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Common Terms: ECommon Terms: E--Learning Learning AnalysisAnalysis
Learning Learning Management Systems (LMS)Management Systems (LMS)•• Overall infrastructure for managing training:Overall infrastructure for managing training:
– Lists of available classes– Student tracking
• Personal learning path. Which classes they took. Scores.
Learning Content Management Systems (LCMS)Learning Content Management Systems (LCMS)•• ManagementManagement of learning material and assets: of learning material and assets:
– Word docs, PDFs, graphics, web pages, movies, simulations, etc.
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AnalysisAnalysis
Results of AnalysisResults of Analysis•• Create an Create an initialinitial proposalproposal
– Summarize your analysis– Identify the audiences and tasks– Include high level outline of training modules– Proposed delivery methods– Proposed technology
•• Provide alternate Provide alternate proposalsproposals– Plan A: Comprehensive. 6 months development.– Plan B: Less comprehensive. 3 months development.
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Project Charter (Proposal)Project Charter (Proposal)AnalysisAnalysis
•• Defines scope of projectDefines scope of project– Incorporate feedback from initial analysis– Get approval and buy-in from stakeholders– Project plan with milestone dates.– Identify sponsor, stakeholders and others involved.
• SMEs, reviewers, technical and other resources.• Define responsibilities and time availability for input and
feedback– Communication strategy for this group.– Rollout plan for training.– Plan for handling Scope Creep and RAID.
• Risks, assumptions, issues, and dependencies
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DesignDesignDesign
AADDDIEDIE
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DesignDesign
Design PhaseDesign Phase•• Using information from the analysis phase: Using information from the analysis phase:
– Outline modules and lessons.– Create detailed instructional objectives for all
modules and lessons. – Create sequence of learning.– Determine the delivery method for each portion of
the training. – Establish look and feel of user interface.– Design assessment strategy to match the objectives.
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DesignDesign
Types of Knowledge SkillsTypes of Knowledge Skills
Evaluation:Evaluation: Apply judgementApply judgement
Synthesis:Synthesis: Put together elementsPut together elements
Analysis:Analysis: Break down into elementsBreak down into elements
Application:Application: Apply abstract informationApply abstract information
Comprehension:Comprehension: Fully understand conceptsFully understand concepts
Knowledge:Knowledge: Recall facts and informationRecall facts and information
Less StructuredLess Structured
More StructuredMore Structured
Adopted from B. Bloom & D. Krathwohl, Taxonomy of Educational Objectives, Handbook 1 : Cognitive Domain. London: Longman, 1984.
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Instructional ObjectivesInstructional ObjectivesDesignDesign
•• Create detailed instructional objectives for all Create detailed instructional objectives for all modules and lessons. modules and lessons. – Be specific about what they should be able to
accomplish after completing a section. – For example:
• State the benefits of using this tool• Install the software on a computer• Develop and run a report
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DesignDesign
Sample Training GridSample Training GridCross ReferenceCross Reference•• 3 Audiences3 Audiences•• 10 Sets of 10 Sets of
trainingtrainingmaterialsmaterials
Includes: Includes: •• Recommended Recommended
coursescourses•• Recommended Recommended
sequence sequence
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DesignDesign
User InterfaceUser Interface•• Goal is consistent U.I.Goal is consistent U.I.
– Looks more professional– Easier for student to navigate through material
•• Examples: Examples: – Templates - Paper and online– User interface for web delivery
• Navigation• Online quizzes• Simulations
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DesignDesign
PrototypePrototype•• Very useful to create a prototype or pilot Very useful to create a prototype or pilot
– Especially if using new technology•• Validate with stakeholders and SMEs Validate with stakeholders and SMEs •• Receive feedback early in the processReceive feedback early in the process•• Example of possible issues: Example of possible issues:
– Problems with plug-ins for web browser.– Users who travel may prefer to download material
rather than connect to network.– Security issues.
•• Make necessary correctionsMake necessary corrections
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DevelopmentDevelopment
Development Development Development
ADADDDIEIE
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DevelopmentDevelopment
Project PlanProject Plan•• Use project planning methodology for large Use project planning methodology for large
scale projects.scale projects.– Keep on track with milestone dates.– Provides a clear view of interdependencies
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Content ProductionContent ProductionDevelopmentDevelopment
•• Incorporate feedback from prototypeIncorporate feedback from prototype•• Create the module and lesson content for the Create the module and lesson content for the
selected delivery methods. selected delivery methods. •• Create storyboards for development of Create storyboards for development of
simulations. simulations. •• Include appropriate exercises, interactions, Include appropriate exercises, interactions,
and activities to enhance learning. and activities to enhance learning. •• If appropriate, plan group activities. If appropriate, plan group activities.
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DevelopmentDevelopment
AssessmentsAssessments•• Develop assessments that tie into the Develop assessments that tie into the
learning objectives.learning objectives.•• Could include: Could include:
– Pre-assessment– Quizzes during training– Post-assessment
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DevelopmentDevelopment
ReviewReview•• Subject Matter Expert (SME) ReviewSubject Matter Expert (SME) Review
– Completeness and accuracy– Due date for feedback– Allow time to incorporate their feedback
•• EditorEditor– Formatting and standards– Corporate branding
•• Quality Assurance (QA)Quality Assurance (QA)– Test interface and links in technology solutions
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DevelopmentDevelopment
Related MediaRelated Media•• Prepare any related media for learning. Prepare any related media for learning. •• For example, set up data and environment for For example, set up data and environment for
training on software application. training on software application.
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ImplementationImplementationImplementation
ADDADDIIEE
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Implementation PhaseImplementation PhaseImplementationImplementation
•• Roll out trainingRoll out training– May be done with launch of new product.
•• Announce availability of trainingAnnounce availability of training– Course catalog listings.– Email, newsletter.– Target employees that management wants to take
the training.•• Mandatory trainingMandatory training
– Announcement should come from senior level management.
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Implementation PhaseImplementation PhaseImplementationImplementation
•• Produce materialsProduce materials– Copies of paper materials– Upload files for online training
•• Deliver trainingDeliver training– Hand over to trainers (ILT)– Instructions on how to work with materials– Monitor initial training session
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EvaluationEvaluationEvaluation
ADDIADDIEE
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EvaluationEvaluation
Types of EvaluationTypes of Evaluation•• Evaluate the students Evaluate the students
– Did they find the class useful?– Did they learn the material?
•• Evaluate the class itself Evaluate the class itself – Was it effective?– Did it accomplish the objectives?
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Why Evaluate Training?Why Evaluate Training?EvaluationEvaluation
•• Ensure that training is effectiveEnsure that training is effective– Materials– Instructors– Facilities– Delivery methods
•• Prove return on training investment (ROI)Prove return on training investment (ROI)•• Reality checkReality check
– Did the training work as planned?– Was your analysis correct?
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Why Test Students?Why Test Students?EvaluationEvaluation
•• Evaluate training effectivenessEvaluate training effectiveness•• Use to reinforce trainingUse to reinforce training
– Learners may not read a summary thoroughly, but you can present the same information in a test format, which forces them to read it.
•• Can boost confidence of learners Can boost confidence of learners – New employees– Using new skills
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Evaluating Training ProgramsEvaluating Training ProgramsEvaluationEvaluation
Donald Kirkpatrick: 4 Levels of evaluationDonald Kirkpatrick: 4 Levels of evaluation– Level 1 - Reaction/Satisfaction: Did they like it?
• ASTD study (1994): 75% of US companies use this.
– Level 2 - Learning: Did they learn it?• ASTD: 41% of US companies.
– Level 3 - Transfer/Application• Apply it to their job? (Difficult to measure.)
– Level 4 - Business Results• Make a business difference? (Difficult to measure.)
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Level 1: Did they like it?Level 1: Did they like it?EvaluationEvaluation
•• AKA Smile Sheets. AKA Smile Sheets. •• Questions about:Questions about:
– Course: • Were objectives met• Would you recommend it to others• Will you be able to apply it to your job• Course length• Classroom conditions
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Level 1: Did they like it?Level 1: Did they like it?EvaluationEvaluation
•• Questions about Questions about – Instructor
• Knowledgeable• Answered questions• Paced class appropriately• Encouraged interaction• Provided real-life examples
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Level 1: Did they like it?Level 1: Did they like it?EvaluationEvaluation
•• Questions about Questions about – Course materials
• Detailed enough • Matched topic covered• Provided real-life examples• Contained practice exercises
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Level 1: Did they like it?Level 1: Did they like it?EvaluationEvaluation
•• Questions about Questions about – Distance education
• Online materials well-organized• Variety of learning activities• Activities for sharing information with others• Technical difficulties• Would they take another distance ed class
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Level 2 Level 2 -- Did they learn it?Did they learn it?EvaluationEvaluation
Option: Option: •• Learner selfLearner self--assessments assessments
– Assess their learning and ability to apply it to the job.– Difficult to validate due to subjectivity
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Level 2 Level 2 -- Did they learn it?Did they learn it?EvaluationEvaluation
Option: Option: •• TestingTesting
– Simulations or final projects• Great testing tools but potentially expensive because of
the time involved.– Hands-on exam
• May be necessary for certain types of skills.– Delivering presentations. Driving a car. Sailing a boat.
– Written tests• Most commonly used method • Cost effective and relatively simple to create.
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EvaluationEvaluation
Standardized FormsStandardized Forms•• Important to develop and use a standardized Important to develop and use a standardized
form for each delivery method.form for each delivery method.•• Makes it easier to compare results and Makes it easier to compare results and
measure them over time. measure them over time. •• Easier for learners to consistently fill out for Easier for learners to consistently fill out for
multiple classes.multiple classes.
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EvaluationEvaluation
Assess Knowledge SkillsAssess Knowledge Skills
••Evaluation:Evaluation: Apply judgementApply judgement
••Synthesis:Synthesis: Put together elementsPut together elements
••Analysis:Analysis: Break down into elementsBreak down into elements
••Application:Application: Apply abstract informationApply abstract information
••Comprehension:Comprehension: Understand conceptsUnderstand concepts
••Knowledge:Knowledge: Recall facts and informationRecall facts and information
Knowledge SkillsKnowledge SkillsKnowledge Skills
••Identify, list, match. Identify, list, match. ••Classify, explain, summarize.Classify, explain, summarize.
••Compute, interpret, use.Compute, interpret, use.
••Assess, critique, measure.Assess, critique, measure.
••Conclude, contrast, infer.Conclude, contrast, infer.
••Design, formulate, predict.Design, formulate, predict.
Assessment MethodsAssessment MethodsAssessment Methods
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EvaluationEvaluation
Guidelines for EvaluationGuidelines for Evaluation•• Use questions that measure the appropriate Use questions that measure the appropriate
learning level.learning level.•• Questions should map to learning objectives.Questions should map to learning objectives.•• Questions should mimic the resources Questions should mimic the resources
available back on the job.available back on the job.•• Phrase the questions to match the lowest Phrase the questions to match the lowest
potential reading level of the learners.potential reading level of the learners.•• Pilot the test.Pilot the test.
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EvaluationEvaluation
Checklist for QuestionsChecklist for Questions•• Contain important content, not trivialContain important content, not trivial•• Plausible choicesPlausible choices•• Clear directions on respondingClear directions on responding•• List choices in a logical orderList choices in a logical order•• Use clear and concise wordingUse clear and concise wording•• Use wording at appropriate reading levelUse wording at appropriate reading level•• Map to the learning objectivesMap to the learning objectives•• Relate to the learnerRelate to the learner’’s work environments work environment
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Suggested StrategySuggested StrategyEvaluationEvaluation
•• PrePre--assessmentassessment– Measure baseline knowledge. Do not report scores
•• QuizzesQuizzes– Reinforce learning. Provide immediate feedback.– Prepares for post-assessment. Do not report scores
•• Assignments and exercisesAssignments and exercises– Measures success of training. Report scores
•• PostPost--assessmentassessment– Measures overall success of training. Report scores
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Credentialing IssuesCredentialing IssuesEvaluationEvaluation
•• Potential Human Resource issues in:Potential Human Resource issues in:– Promotions, raises, bonuses, terminations.
•• For test results to be defensible in court, you For test results to be defensible in court, you must prove both: must prove both: – Validity: Measure the specific skills defined in the
learning objectives.– Reliability: Test must perform consistently.
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Time TrackingTime TrackingTime Tracking
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Time TrackingTime Tracking
Time TrackingTime Tracking•• Track the time that is spent on each aspect Track the time that is spent on each aspect
of the project: ADDIEof the project: ADDIE•• Use for cost/benefit analysis of this and other Use for cost/benefit analysis of this and other
projects. projects. •• Useful for planning future projects.Useful for planning future projects.•• Compare Compare
– Costs of course development – Numbers of students trained– Results of evaluations
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Resources for More Information
Resources for Resources for More InformationMore Information
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Resources: OrganizationsResources: Organizations•• Society for Technical CommunicationSociety for Technical Communication
– www.stc.org•• American Society for Training & DevelopmentAmerican Society for Training & Development
– www.astd.org•• New England Learning Association (NELA)New England Learning Association (NELA)
– www.nelearning.org •• eLearning GuildeLearning Guild
– www.elearningguild.com
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Resources: OrganizationsResources: Organizations•• Chief Learning Officer magazineChief Learning Officer magazine
– www.clomedia.com•• Learning CircuitsLearning Circuits
– www.learningcircuits.org/•• BrandonBrandon HallHall
– www.brandon-hall.com•• Masie Masie CenterCenter
– www.masie.com
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Resources: BooksResources: Books•• Michael AllenMichael Allen
– Guide to E-Learning•• Walter Dick & Lou CareyWalter Dick & Lou Carey
– Systematic Design of Instruction•• Margaret Driscoll Margaret Driscoll
– Web-Based Training•• Edward R. TufteEdward R. Tufte
– Visual Display of Quantitative Information•• William Horton William Horton
– Designing Web-Based Training•• Jan White Jan White
– Graphic Design for the Electronic Age
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Questions?Questions?Questions?