Running head: INSTUCTIONAL DESIGN USING THE ADDIE MODEL 1

Instructional Design ADDIE MODEL

Mallory Lessard

Post University
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Instructional Design ADDIE MODEL

The ADDIE Model is described as an instructional design method that allows for a

planning of instruction in five different phases. ADDIE stands for Analyze, Design, Develop,

Implement, and Evaluate. Each of these phases are important when planning, but noted that they

can cycle back and forth, rather than running straight through. Larson and Lockee (2014),

described the importance of cycling through the phases by completing activities that are carried

out multiple times throughout.

As with many projects, designs, and plans, one needs a place to start to build a concrete

plan of action. In the ADDIE Model, the first step is Analyze. Here the instructor not only

analyzes that material being taught, but the learners themselves, the presenter, resources

available and objectives that need to be met. Here one sets a strong foundation for the building of

the design as time and planning occurs.

For this instructional design plan, one will be analyzing the need for connecting the

current educators to the digital world of education. The school is currently in the beginning

stages of creating blended learning classrooms. Blended learning is taking advantage of the face

to face teaching and connections one has with the typical classroom and mixing that with it with

technology and on-line learning. When preparing to blend the inside of the classroom to the

outside world of the internet, one needs to start with a solid place where one can have a digital

classroom and interactions with the students. This school is choosing to implement Google

Classroom and Google Apps for Education.

Analyzing the educators that will partake in this instruction, one would easily see the

diverse group of knowledge of use of technology. All educators do have knowledge to power on

the iPads, open progress monitoring assessment apps, send a personal email, and update their
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online lesson plans and gradebooks. As far as using Google Classroom and other Google Apps,

the group is diverse in previous usage and understanding of what it is and how to use it. The

school recently received forty Chrome Books in addition to seventy iPads, which will allow the

users and educators to bring in a more blended learning classroom.

Needs Analysis

The future of education is a current topic in todays society. Which methods work best

and how do we create productive citizens in the current job market and the future job market.

Examining the current trends of education, one would see how technology is changing and

impacting the education in and out of the classroom. With the future of the school turning to a

more blended learning setting, one needs to have a solid grasp of using the technology with the

students and for the students. A recent purchase of Chrome Books and additional iPads have

brought the idea of blended classroom even closer. Starting with using Google Classroom would

allow the educator and the students to have a digital classroom to check in, show progress, and

receive their personalized lessons and challenges.

The big picture problem is many of the educators are all at different points of her

technology learning adventures. With educators who are running their own websites and using

technology daily to the teachers who prefer a whiteboard over a Smartboard. Now that the goal

and objective of the school is to move towards a more blended learning classroom, the educators

need to come together to be on the same level of understanding on how to use digital material to

share lessons, assess students, and learn together. Google classroom is the starting point for our

staff.
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After the instruction, all members of the staff will be able to log into our Google

Education Suite, collaborate with each other, send out different means of assessment, and

manage a Google classroom class, to interact with their students in and out of the classroom.

Learner Analysis

The audience for this professional development is ten educators that range from

Preschool to Eighth Grade. The educators at this school are all woman that range in experience

from two years of teaching to thirty-five years. There is one educator per grade and teachers are

able to collaborate with each other within their teams and subjects. As far as understanding of the

use of Google Classroom, the women all know how to log into Google and create an email. Most

educators can log into their personal Google Drive and create different documents and

presentations. All educators have access to small groups of iPads or Chrome books to be used in

the classroom as centers or small group instruction. All members of the staff also know how to

analyze progress monitoring assessments for their own students.

Environment Analysis.

The school is a small Catholic private school in an urban setting. This school goes

through highs and lows of enrollment, based off of outside factors (economy). The school has

about 150 students and ten head teachers. This instruction would be for the current educator and

administers of the school. They all are interested in moving the school forward in the correct 21st

century learning objectives.

For this instruction, there are Smartboards, iPads, Chromebooks, and laptops available

for use while instruction is occurring. This is important as the learner will be able to see what is

currently happening on the main screen while practicing and creating at her own screen. The

educators will also have the choice of bringing a Chromebook or an iPad to create their
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classrooms and content. Both are encouraged as it would be ideal for all to see how it is accessed

and used on both a tablet and Chromebook.

Task Analysis.

The following are the tasks that each educator will be asked to perform as the instruction

is occurring:

Log into Google Classroom with user name and create new password

Create a class on Google Classroom

Invite the students to the class

Create a form in Google Forms

Post created form into the classroom

Create a document in Google Docs

Share created document with each member of the staff

Situational Analysis.

The biggest barriers and challenges that will need to handled are the motivation to learn

from the teachers and fear of use of technology in the classroom from some. To help overcome

these challenges, many of the excited and willing staff have offered to aid in transitioning to

more technology. To help with questions and show exactly how to use the devices and

applications. Knowing that there is a strong team can help some of the staff members be excited

to learn as well as keep the fear of technology low.

In addition to these challenges, there are some other design constraints. Time is always a

concern as well as planning on the meeting of instruction and then follow throughs. Budget to
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keep the devices and technology on track and up to date is also a constraint, as this might cause a

problem with keeping technology up to date and prevent frustration.

Media and Technology Analysis

The technology that will be needed for the instruction are:

- Wifi

- Smartboard

- Chromebooks/iPads

- Apple TV

Summary

In conclusion, the current instructional plan calls for the start of creating a more blended

learning setting in a small school. The first step is to construct a digital home base for the

students and teachers to communicate, interact, and learn together. Google Classroom will help

achieve this main goal as it allows for the student and teacher to interact as well as the students

collaborating with on another. The current climate at the school is mostly positive and excited to

learn. Pairing those that have a stronger background with ones with a weaker background, will

help aid the lesson and allows for confidence to grow.

Development Schedule

In order to prepare for the presentations of Google Classroom and ideas on how to bring

blended learning into the classroom, one will first have to assess the learners on where they are

in their current educational setting. Currently, the staff for the professional development

presentation, is a staff of ten women, who range in experience of technology. All have personal

emails that each can use correctly. All can create documents in Microsoft Word, SMART

Notebook, and save these file on to their computers. Most of the women (60% of staff) have
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created a document in Google Docs to share with each other. 40% of the staff does not know how

to create a document where online collaboration can occur and be used in the classroom. With

this information, one will create the professional development in a manner that allows for all

participants to be able to be an active member of Google Classroom in order to start the blended

learning model at the school.

The professional development itself (implementation), will be a two-hour presentation

and workshop during a faculty meeting. This will allow for all members of the staff to be present,

to work together, and to complete the objectives in one sitting. In order to help with the timing of

the presentation, one will be given the username and password for Google Education a week

before the workshop in order to allow for those that can login to do so. The presentation will take

place in a classroom, with a Smartboard to project the demonstration. The learners will each have

their own computers, with access to the internet.

Designing and developing the presentation will take two weeks to gather the analysis of

the learners, to assess where they are and then where to begin. This timeframe will also allow for

redefining the design of the instruction as the design builds and needs for objectives might

change. When going through the Develop and Design phases, Larson (2014) stated that this can

be an ongoing and ever-changing phases as time and creation can cause for change in design

(pg19). The evaluation phase will occur at the end of the presentation to make sure all learners

were able to achieve the objectives of the professional development. There will also be a follow

up check in lesson, at the following months meeting.

Learning Objectives

This course will cover the following learning objectives:

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1. After the completion of the presentation, the learner will be able to create a

class on Google Classroom.

2. After the completion of the presentation, the learner will be able to create and

share a Google Form.

3. After the completion of the presentation, the learner will be able to analyze

data from a Google Form.

4. After the completion of the presentation, the learner will be able to describe

the steps needed to create and share a Google Doc.

5. After the completion of the presentation, the learner will be able to create an

announcement in the Google Classroom Class.

Lesson Structure

Opening the professional development, the instructor will assess which learners were able

to login to the Google for Education site, with the school emails, and creating a new password.

The setting of the presentation is in a classroom, with each learning having her own computer

connected to the internet. The learners will be arranged in a setting that allows for more

advanced learners to be next to those that might need more help. Once all users are successfully

logged into Google, the main training will begin.

Before any hands-on activities can occur, the learners will first observe the instructors

Google Drive, which will be shown on the Smartboard. The learners will be able to see the

different applications that are available for Google Classroom, and how the instructor uses them

in her daily teaching. First, giving a look at a current Class, the announcements from the teacher,

the assignments that are posted, the data that is pulled from the assessments, and the

presentations (such as the professional development) are all show from the instructors account.
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Once the preview of what it can be used for is over, the learners will then open their

computers and use the instructors URL to open a document from Google. This document will be

used for the agenda of the presentation, but also as a resource guide for the learners. Allowing

them to have an electronic resource for future use.

The first topic to cover will be creating a class in Google Classroom. The leaners will all

open Google classroom and create a class. This has to occur first, as the Docs, Forms, Slides, and

announcements will all be posted into the classroom.

Next the learners will then learn about using Google Docs, by creating a document

together. Here the learner will see the layout of Docs and compare the similarities to Microsoft

Word. As all of the learners have experience with Word, creating the document might not be as

time consuming, but learning how to share the document and the options for collaboration might

be time consuming.

After Docs, the learners will then move to creating Google Forms. Here the learner will

be able to see how the layout looks and how to create both a survey and a quiz. This will occur

after Docs, as the sharing of the forms is slightly different than the sharing of the Docs. Once the

creating of the Forms is covered, then the analyzing of the Forms will come next.

Lastly, the learners will then learn how to create an announcement into the classroom and

share the document and forms onto the class. The learner will distinguish between an

announcement and an assignment. This will occur last, as creating the content to post is needed

before creating an announcement or assignment.

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Activities.

As one processes through the presentation, hands on tasks will be occurring with the

learners and presenter. As mentioned above, all the following tasks will be activities that will

occur as a group and independently for the learner to practice.

- Creating a Google Class in Google classroom

o This includes naming the class, inviting the students, and posting an

announcement by the end of the presentation. For the presentation, the

learners will create a practice class and invite their peers teachers into

the class.

- Creating a Google Doc and sharing it with the peers of the presentation.

o Here the learners will experience a Doc that is shared with them. They

will then create a document in Google Docs, type notes of the

presentation, and then share it with the other learners in the

professional development.

- Creating a Google Form and sending it.

o The learners will then create a survey, in Google Forms, and send it to

the others in the presentation. The Form will be a short survey about a

topic of their choice. The idea is to allow the learners time to

experiment with the different types of questions and layout of the

Form.

- Collecting data from the Google Form.

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o Here the learner will then pull the collected results from their survey.

This will allow the leaner to experience how the collected data will

appear and what she can do with the information provided.

- Posting an announcement into the classroom.

o Here the learner will then create an announcement in the classroom

created. The announcement will have an attachment of the Google Doc

or the Google Form. This will allow for the learner to have experience

of attaching a file to the announcement.

Assessment.

The assessment for the professional development will be both summative and formative

during and after the professional development. Before the presentation, an informal survey gave

the instructor a pre-assessment of the learners. With only 60% of the learners familiar with

Google Drive, and 0% of the learners familiar with Google Classroom, when assessing the

objectives achievement, one can compare the outcomes to the pre-assessment.

Larson (2014) described using self-assessments for individuals or groups. Here, the

learner is able to take a survey of what he or she is currently understanding, what needs to

improve and what needs help with. For this presentation, the learners will keep an ongoing self-

assessment of ones self, to allow for the presentation to meet the needs of the learners while

keeping the objectives in mind.

To assess for understanding and meeting of the objectives, the learners will have to be

able to produce a Google Doc, Form, Assessment of Form, creation of a class and post an

announcement that allows for all of the tasks to be combined in one spot. The learner will have to
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complete these objectives on her own, to meet the objective. Ongoing assessment will occur with

tasks and activities being completed.

1. After the completion of the presentation, the learner will be able to create a

class on Google Classroom.

o Assessment will occur from the creation of the class, without the aid of

others, and having the learner describe the steps to create the class

itself.

2. After the completion of the presentation, the learner will be able to create and

share a Google Form.

o Assessment will occur by having the learn share the form to the

instructor.

3. After the completion of the presentation, the learner will be able to analyze

data from a Google Form.

o Assessment will occur from the learner describing what information

one can read from the outcome of the form. The learner will also be

able to identify the responses, identify any patterns, and create a

statement about the data that was collected.

4. After the completion of the presentation, the learner will be able to describe

the steps needed to create and share a Google Doc.

o The learner will be assessed by showing the instructor how to create a

Doc, share the Doc, and save the Doc, during the presentation.

5. After the completion of the presentation, the learner will be able to create an

announcement in the Google Class.

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o The learner will be assessed by posting an announcement into the

Class, with an attachment of a Form or Doc, to show that she can

create an announcement with an attachment for her future classes.

Implementation

The first phase of testing and implementing the professional development, will be done

with a test group. Since there are team meetings with teachers, this presentation will be

completed with a small number of teachers from the staff. These teachers will be on their own

laptops following along the presentation on the Smartboard. This will be done in a face to face

environment.

For the actual training implementation, the presenter, Mallory Lessard, will present to the

whole staff at the school. First, she will need to evaluate the pilot testing that was accomplished

prior to the whole staff training. She is the best to host this professional development as she has

completed her own professional development both in a classroom setting and online training.

The training will take place in a classroom with a Smartboard and laptop computers for

all teachers. The training will allow for all teachers to interact with the learning as it is

happening. The professional development will occur during a scheduled faculty meeting to allow

for all members of the staff to be present. The learners will need their own laptops, with access to

the internet. The room will be setup in a manner where all teachers will be able to see both their

own laptops and the Smartboard. The facilitator will walk around the room checking in on the

teachers and allowing for one to one help if needed.

Evaluation

In order to evaluate the session, the teachers will complete the tasks set by the objectives.

The objectives are measurable when the creation of the Classroom and tasks are completed. The
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teachers are going to create the Doc, Form, Announcement, and Class. McArdle (2011) writes

about the different ways to evaluate a training. He writes about the ideas of the four levels of

evaluation, according to Donald Kirkpatrick (p. 239) are as follows:

Learner Reaction How did the learner react to the training?

Learning - How well did the learner apply the new skills and knowledge?

Training Transfer What changes in job behavior resulted from the training?

Organizational impact What were the results of the training on the companys bottom

line?

Using these four levels for my own evaluation of the training I can envision the

following:

For the learner reaction, there will have the learners assess the training through a survey.

Keeping in mind the objectives, one needs to make sure the learners were able to achieve those

objectives individually. Using a survey to assess their reaction to the training and hitting those

objectives will allow for the trainee to evaluate their time spent together. This will be given out at

the end of the presentation.

With step two, the learners are going to have to be able to use their new learning and

apply it. Here is where one is able to assess those who were able to create a Google classroom,

Doc, Form, etc.; correctly. Looking at how they are able to create documents and materials for

their own classroom will allow for one to observe their learning is obtained through their

application of the new knowledge.

Step three allows for the reflection of how the new knowledge of using Google Classroom

and Google apps will affect their teaching. Allowing more collaborations among their students

through Google Classroom, posting assessments through Forms, etc. This step will be an ongoing
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evaluation and will have a check in at the future meetings to follow how each teacher is using

Google Classroom in their own classroom.

Step four is part of the ongoing goal for the school. Creating a school that is both online

and in the classroom, allows for learning to continue outside of the time restrictions. Once the

learner is able to use Google Classroom and Google apps correctly, the idea of creating a more

blended community will be a closer goal. Creating a learning environment both in the classroom

and online.

Conclusion

This training module for the use of Google Classroom and Google Apps is part of the

transition of creating a community of learners in and out of the classroom. With more and more

technology being offered and used at the school, the proper training of creating and using Google

Classroom is needed. The proper evaluation of what the teachers already know will be the first

step. Then the presentation will occur where the training will be visual, auditory, and hands-on.

The teachers will create together and then have the opportunity to create individually to ensure

future use of the program can happen with ease. Future check-ins and evaluations will occur

throughout the year.

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References

Kunche, A., Puli, R. K., Guniganti, S., & Puli, D. (2011) Analysis and evaluation of training
effectiveness. Human Resource Management Research; 1(1): 1-7. DOI:
10.5923/j.hrmr.20110101.01.

Larson, M. B. (2014). Streamlined ID : A practical guide to instructional design. New York:

Routledge.

McArdle, G. H. (2011). Instructional design for action learning. New York: AMACOM.