ADDIE -Suvra Dash

ADDIE -Suvra Dash

1. Analyze

   • Planning for instruction by doing a thorough analysis of what needs to be taught (IDENTIFY).
   • Instructional goals
     • Learner's anaysis
     • Identifying and clarifying the problem, defining the goals and objectives of the training,
       • Is the training needed? What is the best way to conduct the training?
   • Instructional analysis
     • Instructional goals Instructional analysis Learning objectives and goals
     • What do you want the learners to achieve at the end of the course ?
     • Identifying the necessary steps/processes to carry out instructional goals.
     • Identifying and collecting necessary data and content that the learner will need by creating a step by step instruction on how to complete the task
   • Learner's analysis
     • Scope of the work
     • Identifying the target audience and defining the learner's characteristics
       • Who are the learners? What is the prior knowledge? Is there a performance gap? What is the best learning environment? What are the technical requirement?
   • Task Analysis
     • Method of delivery
     • Choose instructional settings, estimate training time and costs.
       • How is the instruction to be delivered, keeping in mind the  estimated timeframe and learner's needs ?
   • Deliverables
     • Training needs analysis, Instructional flowcharts and Training plan

2. Design

   • Designing strategy and roadmap for delivery of the course (SPECIFY).
   • Learning Objectives
     • Specifying learning objectives. Learning objectives needs to include knowledge related and performance related tasks
       • How to translate program objectives into concrete learning objectives?
   • Course format
     • How the course will be taught?
     • Specifying the course medium, structure and sequencing of the course.Also specify the learning environment depending the instructional technologies available.
   • Instructional strategy
     • How will the student engage with and learn the content?
     • Designing of content exercises and assessment instruments along with other instruments that will aid learning.
       • How to break content into modules and individual lessons? What activities or experiences will help them to learn?
   • Deliverables
     • Design document and storyboard
   • Learning Assessment
     • Assessments should be formative and summative and authentic while analysing the knowledge of learners
       • What assessments to be designed to test learner's desired skills, knowledge, behaviour and attitude?

3. Development

   • Building of training materials based on approved design (CREATE)
   • Create a sample/prototype
     • Build a prototype of the instruction by creating samples of instructional material including educational technology and incorporation of feeback
       • Is the design intuitive?
   • Develop Course Materials
     • Gather resources and develop course materials using the design document and instructional strategy made in the Design Phase. Also allow stakeholders to review and incorporate feedback on the developed material.
   • Pilot -testing
     • Test course by conducting a run-through in real time to a sample audience. collect feedback and assessments from participants. Also test the course length.
   • Deliverables
     • Course schedule, Course materials and Course Assessments

4. Implementation

   • Instruction is presented to the learner (LIVE & LEARNING)
   • Train the trainer
     • Prepare materials for instructor's review. Allow instructors to be familiar with the objectives, activities and course content
   • Prepare the environment
     • Uploading the course to a LMS, and reviewing the bugs , if any. If Classroom instruction is the instructional strategy, then check for classroom supplies.
       • Will the technology be available and functional?
   • Prepare the learners
     • Learners are made aware of the prerequisites. learners to have the tools, supplies and prior knowledge to complete the course. Intrinsic and extrinsic motivation should be addressed.
   • Deliverables
     • Attendance forms, feedback and assessment

5. Evaluation

   • Data is collected to determine if the lesson, course or program has been successful.
   • Formative
     • Evaluation for clarity, impact and feasibility of the course.
     • Assessment being done in three stages: one-to-one, small group and field trial. All assessment questions should be clear, concise and objective.
       • Do the learners provide actionable feedback?
   • Summative
     • Asses the value of instruction.
     • Assessing the learner's knowledge and skills after the course. Assessing whether the training is transferring to actual performance. Assessment is to be performed after learner's feedback is gathered, and analysed for reaction, learning and behaviour of learner.
       • How well do the learners reach the intended goals and objectives? Did the learners provide any actionable feedback?
   • Deliverables
     • Project evaluation and course evaluation