Ray Magnan - Instructional Design Basics: The ADDIE Model

67
Copyright © 2005 Ray Magnan 1 Instructional Design Basics - The ADDIE Model Pubsnet Documentation and Training Conference October 17, 2005 Instructional Design Instructional Design Basics Basics - - The ADDIE Model The ADDIE Model Pubsnet Documentation and Training Conference Pubsnet Documentation and Training Conference October 17, 2005 October 17, 2005 Ray Magnan M.Ed. Ray Magnan M.Ed. Education Technology Consultant Education Technology Consultant [email protected] [email protected] www.geocities.com/raymagnan www.geocities.com/raymagnan

description

Ray Magnan presented Instructional Design Basics: The ADDIE Model at the Pubsnet DocTrain Conference in 2005.

Transcript of Ray Magnan - Instructional Design Basics: The ADDIE Model

Page 1: Ray Magnan - Instructional Design Basics: The ADDIE Model

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

Page 2: Ray Magnan - Instructional Design Basics: The ADDIE Model

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

Page 3: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 3

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

Page 4: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 4

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.

Page 5: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 5

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

Page 6: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 6

ADDIE ModelADDIE ModelADDIE Model

Page 7: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 7

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

Page 8: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 8

ADDIE Model PhasesADDIE Model Phases

•• AnalyzeAnalyze

•• DesignDesign

•• DevelopDevelop

•• ImplementImplement

•• EvaluateEvaluate

Page 9: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 9

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.

Page 10: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 10

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)

Page 11: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 11

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

Page 12: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 12

AnalysisAnalysisAnalysis

AADDIEDDIE

Page 13: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 13

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.

Page 14: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 14

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?

Page 15: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 15

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.

Page 16: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 16

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

Page 17: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 17

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)

Page 18: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 18

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?

Page 19: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 19

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

Page 20: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 20

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?

Page 21: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 21

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.”

Page 22: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 22

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

Page 23: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 23

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

Page 24: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 24

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.

Page 25: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 25

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.

Page 26: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 26

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.

Page 27: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 27

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

Page 28: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 28

DesignDesignDesign

AADDDIEDIE

Page 29: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 29

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.

Page 30: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 30

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.

Page 31: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 31

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

Page 32: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 32

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

Page 33: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 33

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

Page 34: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 34

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

Page 35: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 35

DevelopmentDevelopment

Development Development Development

ADADDDIEIE

Page 36: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 36

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

Page 37: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 37

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.

Page 38: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 38

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

Page 39: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 39

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

Page 40: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 40

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.

Page 41: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 41

ImplementationImplementationImplementation

ADDADDIIEE

Page 42: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 42

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.

Page 43: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 43

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

Page 44: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 44

EvaluationEvaluationEvaluation

ADDIADDIEE

Page 45: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 45

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?

Page 46: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 46

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?

Page 47: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 47

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

Page 48: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 48

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.)

Page 49: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 49

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

Page 50: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 50

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

Page 51: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 51

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

Page 52: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 52

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

Page 53: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 53

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

Page 54: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 54

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.

Page 55: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 55

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.

Page 56: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 56

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

Page 57: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 57

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.

Page 58: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 58

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

Page 59: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 59

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

Page 60: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 60

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.

Page 61: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 61

Time TrackingTime TrackingTime Tracking

Page 62: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 62

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

Page 63: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 63

Resources for More Information

Resources for Resources for More InformationMore Information

Page 64: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 64

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

Page 65: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 65

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

Page 66: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 66

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

Page 67: Ray Magnan - Instructional Design Basics: The ADDIE Model

Copyright © 2005 Ray Magnan 67

Questions?Questions?Questions?