This is part two of a four-part series on the ADDIE model of instructional design, for the EDU 623 course.
Last time, we discussed the analysis phase of the ADDIE instructional design flamework. This week we will be discussing the design phase of the ADDIE model.
Quick refresher: ADDIE is an acronym for Analysis, Design, Development, Implementation, and Evaluation. With ADDIE, the instructional design (ID) person defines a need, designs goals and objectives, develops said goals and objectives, rolls out the objectives, and then evaluates the entire process for improvement (McGriff, 2000).
In the design phase, an instructional designer uses the
information gathered during the analysis phase, and begins designing the
training, course, or activity. The design phase can really be broken down into
three steps: Format, Strategy, and Evaluation (Gardner, 2011).
Format:
Based on the insights gained from the analysis phase, such as target audience and audience characteristics, learning objectives, and limitations/barriers, an instructional designer can pick a format that best meets the needs and demands of the course/training/activity (Larson, 2014). As an aspiring instructional design technologist, I enjoy utilizing learning management systems (LMS) where I can break up material into units. An LMS allows me to utilize readings, imagery, and videos, all in an easy to navigate platform if the LMS and course are well designed. We will talk more about the importance of presentation of material in the strategy step as presentation is critical to success.
Strategy:
In the strategy step, the instructional designer determines the educational materials that will be utilized to teach the students and how the material will be presented. The education strategy can be broken up into three parts: preinstructional activities, content presentation, and finally, learner participation and follow through strategies (Gardner, 2011).
- Preinstructional
Activities: The preinstructional step allows for the ID person to give a
baseline walk-through of the material that will be covered in the unit. Course
objectives are laid out, goals and objectives defined, and outcomes for
completion of the unit (Gardner, 2011).
- Content
Presentation: The instructional designer chooses how the content will be
presented. Units are planned and designed, and the materials that are needed
for instruction are determined and utilized. In this step, it is important to
teach only what is needed, and to not have any material that is not necessary
to the goals of the training or course. Larsen (2014) said it best, students
resent being required to learn material that is not needed. Additionally, understanding
ADA requirements will enable the instructional designer to ensure that individuals
with accessibility requirements are not overlooked. Overlooking ADA compliance
regulations can completely inhibit learning if the proper processes are not
followed (K. Jensen, personal communication, November 12, 2020).
One of the major reasons I am taking the ID technology track is because I enjoy technology, the world of education, and aesthetics; ID technology unites those concepts into one profession. I find it very satisfying to put together well-organized material, and give it a flair that is both clean, stylish, but also relevant. I feel that design principles such as the ones I value help foster engagement and allow for more effective learning. I am of the firm belief that poor design can make or break the learning experience, and that is why content presentation is critical to student success. - Learner Participation and follow through strategies: Giving learners a chance to practice the information learned is important. Feedback to the practice material helps the student learn and grow, as the connection between the course material and application of the course material are bridged, with feedback helping to connect instruction and application (Gardner, 2011). Additionally, students are given the chance to internalize the information and comprehend how the material can be applied after the course is over.
Evaluation
Assessing the students during and/or the end of a course is important so the student can demonstrate competence in the material (Gardner, 2011). Assessments will vary based on the type of course/training/activity. It may be necessary to have multiple assessments, or it may only be necessary to have one summative assessment at the end. All the variables determined in the analysis phase will allow for the instructional designer to determine assessment types and assessment frequency. Assessment information is not only important to the learner, but also the instructional designer. When evaluating a course, assessment data is helpful in determining course effectiveness, which allows for the instructional designer to improve upon the course in future iterations.
Below is an excellent, short six-minute instructional video that breaks out the ADDIE model design phase, summarizing most of the content in this week’s installment of the ADDDIE instructional design model overview.
Be sure to check back for part three, due out in approximately two weeks from the date of this entry.
References
Gardner, J. C. [J. Clark Gardner]. (2011, September 25). The ADDIE Analysis Phase [Video]. YouTube. https://youtu.be/JZdv5lrJs4U
Larson, M. B. (2014). Streamlined ID: A practical guide to instructional design. Routledge.
McGriff, S. (2000, September). Instructional System Design (ISD): Using the ADDIE Model. http://www.seas.gwu.edu/~sbraxton/ISD/general_phases.html