This is the final and fourth of a four-part series on the ADDIE model of instructional design, for the EDU 623 course.
Last time, we discussed the design phase of the ADDIE instructional design flamework. This week we will be discussing the implementation 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).
The implementation phase is essentially the final phase before the training or course launches. Everything in the ADDIE model builds to the implementation phase. The three core components of the implementation phase are as follows: train the instructor; prepare the learners; and arrange the learning space (Gardner, 2011).
Train the Instructor:
In many professional and academic environments, the instructor is not the person that builds the training. In the institution I work for, we have master course shells pre-built with all of the assignments and course content for the instructors to teach. It is therefore critical that the entire training be completed and ready to launch (Gardner, 2011). The instructional designer needs to ensure the trainer is familiar with the course material, assessments, and the content within the training/course (Larson, 2014). Having the instructor take the training or course is a great way to help train the instructor familiarize themselves with the content and material in the training. I myself recommend that all instructors take the course material they teach before teaching, so the instructor can best understand the material from the learner perspective and make any updates/changes as needed; this is not only a suggestion I offer, but the policy of my institution.
Prepare the Learners
In order for a student to successfully learn the content in a training or course, the learner needs to first be prepared (Gardner, 2011). Example, in an online course, the learner cannot take a course that utilizes either Blackboard or Canvas Learning Management Software's (LMS), as the learner would first need to know how to access Blackboard or Canvas, and than understand how to effectively utilize the LMS software. The learner needs to know how to utilize all of the software. In a more traditional learning environment like higher education, the learner would need to have met the prerequisites for the training or course, and be aware of all the requirements in the course that the learner is personally responsible for (Gardner, 2011) (examples: pens, pencils, paper). If a student is not prepared, the lack of knowledge or materials could be a barrier to learning, or an outright barrier to even accessing the learning material if the material is digital.
Arrange the Learning Space
To effectively instruct, the learning space must be arranged and tested (Gardner, 2011). In a training or course that utilizes PowerPoint presentations, the instructor would want to test the computer in the classroom. The instructor would want to make sure the projector works, and the instructor understands how to use all the technology or equipment to properly deliver the PowerPoint presentation lecture. Additionally, the instructor would need to ensure the learners have the space organized and set up to compliment or empower the learners and the learning material. If an instructor wants students to take notes on a content organizer as part of the lesson, the instructor would need to ensure the students have desks or tables, and chairs with the space to take notes comfortably. Walking into a classroom that requires notetaking but has no tables or desks would not allow for effective notetaking to occur. The whole point of arranging the learner space is to ensure the instructor gets all of the details in order before the course begins, so the instructor can focus entirely on teaching the course content without distractions that take away from the learning experience (Gardner, 2011).
Below you will find a short three-minute video from Gardner (2011) that walks through the design phase of the ADDIE model.
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