ADDIE Model

Summary: The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Various flavors and versions of the ADDIE model exist. Originator: Unknown. Refined by Dick and Carey and others. Key terms: Analysis, Design, Development, Implementation, Evaluation ADDIE Model The generic term for the five-phase instructional design model consisting of Analysis, Design, Development, Implementation, and Evaluation. Each step has an outcome that feeds into the next step in the sequence. There are probably over 100+ different variations of the generic ADDIE model. The five phases of ADDIE are as follows: Analysis

During analysis, the designer identifies the learning problem, the goals and objectives, the audiences needs, existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project.

Design

A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here.

Development

The actual creation (production) of the content and learning materials based on the Design phase.

Implementation

During implementation, the plan is put into action and a procedure for training the learner and teacher is developed. Materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.

Evaluation

This phase consists of (1) formative and (2) summative evaluation. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users. Revisions are made as necessary.

Rapid prototyping (continual feedback) has sometimes been cited as as a way to improve the generic ADDIE model.
http://www.learning-theories.com/addie-model.html

Instructional Design
Because ADDIE was one of the first Design Models, there has been much discussion about its effectiveness and appropriateness. I am introducing this methodology for its simplicity, ease of application, and cyclic nature.

Analyze
On my way to work I Analyze how my last class/presentation went and about what I can do to do to make it better. I examine the goals and objectives of the presentation and the nature of the participants to try to determine the appropriateness of the instructional design. How did the last session go? What stimulated the participants, when did their eyes start glaze over, the yawns start, and the heads nod? Am I meeting their needs?

Design
Design is concerned with subject matter analysis, lesson planning, and media selection. A course of instruction may focus on skills from three different objective domains, Cognitive, Psychomotor, and Affective. Bloom's taxonomy orders this Cognitive domain from the most simple, Knowledge, through Comprehension, Application, Analysis, Synthesis to the most complex, Evaluation. The Psychomotor domain is concerned with gross and fine-motor skills looking at behaviors that can be determined through task analysis. The Affective domain deals with attitudinal behavior from simple awareness and acceptance to internalization as attitudes become internalized. Progress can be mapped utilizing Krathwohl et. al.'s five levels of: Receiving, Responding, Valuing, Organizing, and Characterizing. Lesson planning requires that you determine your:

Objectives defined in terms of specific measurable objectives or learning outcomes. Skills, knowledge and attitudes to be developed. Resources and strategies to be utilized. Structuring, sequencing, presentation, and reinforcement of the content.

Assessment methods matched to the learning objectives to ensure agreement between intended outcomes and assessment measurements.

Joyce and Flowers list seven instructional functions I often use; you may find these useful in determining how best to incorporate available technology into your presentations.

Informing the learner of the objectives, Presenting stimuli, Increasing learner attention, Helping the learner recall what they have previously learned, Providing conditions that will provoke performance, Determining sequences of learning, Prompting and guiding the learning.

The choice of media is determined by contingencies of the participant's needs and available resources.

Development
Development is a process of creation and testing of learning experiences and seeks to answer questions such as:

Have the learning needs and characteristics of the participants been accurately analyzed? Were the problem statement, the instructional goals and the instructional objectives appropriate for the learning needs of the participants? To what extent are the teaching resources, instructional strategies and the participant learning experiences successful in effectively meeting the instructional goals and objectives of the target audience? Is it possible to accurately assess participant learning with the proposed course of instruction?

Implement
Negative responses indicate a need for revision. Implementation is the presentation of the learning experiences to the participants utilizing the appropriate media. Leaning, skills or understanding, are "demonstrated" to the participants, who practice initially in a "safe" setting and then in the targeted workspace. It may involve showing participants how to make the best use of interactive learning materials, presenting classroom instruction, or coordinating and managing a distance-learning program. The progress of the learning frequently follows cyclic patterns based on motivation and intention. Curriculum should be organized in a spiral manner such that the participant continually builds upon what they have already learned.

Evaluate
Evaluation is of two levels. The most important is to gauge the success of the participant obtaining and retaining the demonstrated skills and understandings. The second is to determine

how successful the instructional design package was in facilitating effective participant learning. The final question becomes, How can I modify the package to improve its next presentation?

Participant activation and motivation using Gagne's Nine Events of Instruction

1. Gain attention - Start by gaining your learners' attention using an analogy, anecdote, paradox, photograph, magazine article, demonstrations or any other media. Display an outline of your lecture plan in a visual form (eg. an illustration, a summary, a diagram, a map, or chart). This gives learners a framework into which they can organize subsequent content. 2. Inform learner of objectives - Describe what you plan to achieve, what learners will be doing and what they may be using. State, At the end of the lecture you will be able to.'. Create expectancy via your objectives and description of the structure of the lecture. 3. Stimulate recall of prior learning - Relate your new lesson to situations or knowledge that your learners are already familiar with, e.g. the previous lesson. 4. Present stimuli with distinctive features - Describe the key points in your lesson, emphasizing distinctive features, using a variety of techniques if possible. For example, use photos, drawings, the real thing etc. Vary the format in order to maintain attention and to increase comprehension. 5. Guide learning - Present your instruction in small steps (chunking) leading from simple to complex. 6. Elicit performance - Involve learners in questioning, discussion and demonstration to confirm that they have learnt from your instruction, to increase comprehension and to maintain attention through active participation. 7. Provide feedback - As learners respond to your questioning, provide them with reinforcement or remediation when necessary. 8. Assess performance - Use a quiz or assignment to confirm mastery of your objectives. 9. Enhance retention and learning transfer - Provide the opportunity for learners to apply the outcome of their training in a real world environment eg. realistic assignment using real data and equipment. Incorporate the full experiential learning cycle into activities so that students are encouraged to reflect on and analyze their experiences.

ARCS Model for Motivation

Motivation is an important component of design; the groups of participants who have a range of individual preferences, abilities, and altitudes often complicate it. Motivated learners become active and curious, which has a positive effect on their performance. The ARCS model provides a framework for incorporating motivational techniques throughout a lesson.

1. Attention - Capture participants' interest and stimulate an attitude of inquiry. For example: ask questions; use emotional or personal information; create a mental challenge; use humaninterest examples. 2. Relevance - Make the instruction relevant to the learners' needs and goals. Match the instruction to the learning styles and personal interests of the learners. Tie in the instruction to the learners' experience and help them to see the relevance. 3. Confidence - Build in learners a positive expectation of success. Make sure that the learning experience helps learners to display competence and success as a result of their efforts and abilities. It should be an achievable rather than overwhelming learning experience. 4. Satisfaction - Encourage and support their intrinsic enjoyment of the learning experience, as well as providing extrinsic rewarding consequences for their successes. Also build a perception of fair treatment. Reinforce the learning by providing useful and fair feedback.
http://fog.ccsf.cc.ca.us/~mmalacho/OnLine/ADDIE.html#ID

Instructional design models

ADDIE process

Perhaps the most common model used for creating instructional materials is the ADDIE Process. This acronym stands for the 5 phases contained in the model:

Analyze analyze learner characteristics, task to be learned, etc. Design develop learning objectives, choose an instructional approach Develop create instructional or training materials

Identify Instructional Goals, Conduct Instructional Analysis, Analyze Learners and Contexts Write Performance Objectives, Develop Assessment Instruments, Develop Instructional Strategy Design and selection of materials appropriate for learning activity, Design and Conduct Formative Evaluation

Implement deliver or distribute the instructional materials Evaluate make sure the materials achieved the desired goals

Design and Conduct Summative Evaluation

http://en.wikipedia.org/wiki/Instructional_design#ADDIE_process

MODEL REKA BENTUK PENGAJARAN Sebenarnya terdapat banyak model reka bentuk pengajaran. Andrews dan Goodson (1980) telah mengkaji dan menganalisis 40 model reka bentuk pengajaran dan kebanyakan model-model RP yang digunakan sekarang mempunyai elemen yang sama. Richey (1986) telah mengkaji pula kajian yang dibuat oleh Andrew dan Goodson dan telah memutuskan bahawa terdapat enam elemen asas dalam model reka bentuk pengajaran. Enam elemen asas tersebut ialah: Menentukan keperluan pelajar. Menentukan matlamat dan objektif. Membina prosedur penilaian. Mereka bentuk dan memilih strategi penyampaian. Mencuba sistem pengajaran. Menilai keseluruhan sistem.

Model-model RP yang paling banyak digunakan dan yang mempunyai hampir kesemua elemen RP yang tersebut di atas adalah: model Briggs (1977), model Gagne', Briggs dan Wager (1988, 1992), model ASSURE (1982, 1985, 1989, 1993, 1996), model Romizowski (1981, 1984, 1988), model Dick dan Carey (1978, 1985, 1990) dan model Dick dan Reiser (1989 ).

Gustafson (1981) juga telah membuat tinjauan tentang model?model reka bentuk pengajaran dan beliau dapati pada keseluruhannya tiap-tiap model itu hampir?sama. Cuma yang berbeza ialah dari segi istilah yang digunakan, untuk siapa, bila dan cara model itu direka bentuk dan digunakan (Briggs, Gustafson dan Tillman, 1991). Gustafson (1991) telah membahagikan model-model ini kepada tiga tumpuan iaitu model yang berorientasi bilik darjah, model yang berorientasikan produk dan model yang berorientasikan sistem . Model RP yang berorientasikan bilik darjah tidak menggalakkan guru membina bahan. Guru hanya memilih media yang sesuai dengan objektif pengajarannya bukan membina media seperti dalam model yang berorientasikan sistem. Model-model ini tidak berhajat menjadikan guru sebagai pembina bahan kerana tugas guru lebih banyak ditumpukan kepada pengajaran. Guru hanya merancang pelajaran untuk satu atau dua waktu dan menyediakan reka bentuk pengajaran sebelum masuk ke bilik darjah.

Contoh-contoh model RP beroreintasikan bilik darjah adalah model Gerlach dan Ely (1980), model ASSURE (1996), model Kemp (1985) dan model Dick dan Reiser (1989). Berikut adalah dua contoh model berkenaan: 1.Dalam model ASSURE (Heinich, Molenda, dan Russell , 1993) terdapat enam langkah: (a) A - Analyse learners (Analisis pelajar), (b) S - State objectives (Nyatakan objektif), (c) S - Select media and materials (Pilih media dan bahan), (d) U - Utilise media and materials (Gunakan media dan bahan), (e) R - Require learner participation (Libatkan pelajar dalam pembelajaran), (f) E - Evaluation/reviem (Penilaian/Semak semula bahan). 2.Dalam model Dick dan Reiser (1989 ) terdapat Lapan langkah: (a) Tentukan matlamat, ( b ) Analisis ciri pelajar, (c) Tulis objektif, (d) Pilih/semak buku teks, (e) Bina ujian, (f) Bina aktiviti pengajaran, (g) Pilih media pengajaran, (h) Laksana pengajaran. Model yang berorientasikan produk dan sistem melibatkan pembinaan bahan untuk jangka panjang oleh satu pasukan reka bentuk pengajaran untuk sesuatu kursus yang besar seperti kursus yang ditawarkan oleh pendidikan jarak jauh. Contoh model yang berorientasikan produk adalah model Van Patten (1989), model Leshin, Pollock dan Reigeluth (1990) dan model Bergman dan Moore (1990). Contoh model yang berorientasikan sistem adalah model IDI (1973), model IPISD (1975), model Dick dan Carey (1979), model Diamond (1989) dan model Seels dan Glasgow (1990). Berikut adalah contoh bagi produk dan satu contoh bagi sistem. 1) a. b. c. Dalam model jenis produk Leshin, Pollock dan Reigeluth (1990) terdapat tujuh langkah: Analisis masalah, Analisis domain, Analisis dan susun tugasan,

d. e. f. g. 2) a. b. c. d. e. f. g. h. i.

Analisis dan susun isi sokongan pelajaran, Tentukan peristiwa dan aktiviti pengajaran, Lakukan reka bentuk mesej interaktif, Nilai pengajaran. Dalam model jenis sistem Dick dan Carey (1979) terdapat sembilan langkah: Kenal pasti matlamat pengajaran, Buat analisis pengajaran, Kenal pasti ciri dan perlakuan peringkat masuk pelajar, Tulis objektif prestasi, Bina item ujian rujukan kriteria, Bina strategi pengajaran, Bina dan pilih bahan pengajaran, Reka bentuk dan jalankan penilaian formatif, Semak semula pengajaran.

http://ipislam.edu.my/kplir/hypermart.net/LAMan%20Pandu%20Utama/tp/model_rekabentuk_pengaja ran.htm#MODEL REKA BENTUK PENGAJARAN