ADDIE: Design & Development Nancy H. Dewald Pennsylvania State University Berks Campus June 24, 2005

Characteristics of Instructional Design Is learner-centered Is goal-oriented Focuses on real-world performance Focuses on outcomes that can be measured in a reliable and valid way Is empirical Typically is a team effort –Gustafson, K.L. & Branch, R.M. (2002) What is instructional design? In Trends and Issues in Instructional Design and Technology, R.A. Reiser and J.V. Dempsey, eds.

ADDIE Analysis Design Development Implementation Evaluation Iterative, not linear

Design 1.Write instructional objectives 2.Identify type of content to be learned 3.Select instructional strategies according to the content type 4.Select media

Writing Instructional Objectives Objectives indicate what learner is expected to know or do after instruction Objective Domains: Cognitive – Affective -- Psychomotor Objectives: –Preferably are observable or measurable –Have action verb & content –May include performance standard and/or conditions

Classify Learning as to Type Bloom et al. (1956) Cognitive domain –Knowledge –Comprehension –Application –Analysis –Synthesis –Evaluation Affective domain -- attitudes Psychomotor domain – motor skills

Web Evaluation Example for Bloom’s Cognitive Domain Knowledge: can define “url”, “domain”, “home page”, etc. Comprehension: can describe the evaluation criteria Application: looks for author information where taught to find it (e.g., About Us) Analysis: determines the web site’s purpose and audience Synthesis: creates own web evaluation rules after studying others’ criteria Evaluation: evaluates web site according to given criteria

Classify Content as to Type Fact Concept Principles and rules Procedure Interpersonal skills Attitude

Sample objectives Student will correctly define (verb) the term “url” (fact) Students will classify (verb) sources in their discipline as primary or secondary sources (concept) Student will correctly write (verb) search statements following the rule for nesting with AND and OR (rule) Student will correctly cite (verb) journal articles in APA format (procedure)

Content Sequencing Teach prerequisite skills first Move from familiar to unfamiliar Teach less difficult before more difficult Begin with tasks that create most learner interest Ensure learner has reached appropriate developmental level (or ability level) - Morrison et al.

Instructional Strategies Generative strategies: 1.Recall (for learning facts and lists) 2.Integration strategies 3.Organizational strategies 4.Elaboration Strategies -- Morrison et al. Examples: 1.Repetition, rehearsal, review, mnemonics 2.Paraphrasing, generating questions or examples 3.Analyzing key ideas, outlining, categorizing 4.Generating mental images, physical diagrams, sentence elaborations

How to Teach Concepts Example: Primary vs. secondary sources Initial presentation: Definitions and examples. Integration strategy: ask students to generate more examples (small groups) OR Organizational strategy: show sources and ask students to identify whether primary or secondary

How to Teach Principles or Rules Example: Boolean AND/OR Initial presentation: EG-Rule or Rule-EG –EG-Rule example: Human database shows effect of rule –Rule-EG example: Nesting AND/OR Integration, OR Organization, OR Elaboration

How to Teach Procedures 1.Demonstration 2.Organization or Elaboration 3.Practice Example: Citing a journal article in APA format

Instructional Strategies Generative strategies: 1.Recall (for learning facts and lists) 2.Integration strategies 3.Organizational strategies 4.Elaboration Strategies -- Morrison et al. Examples: 1.Repetition, rehearsal, review, mnemonics 2.Paraphrasing, generating questions or examples 3.Analyzing key ideas, outlining, categorizing 4.Generating mental images, physical diagrams, sentence elaborations

How to Design Instructional Strategies 1.Review each objective and determine type of content: fact, concept, principle/rule, or procedure 2.Select an initial presentation strategy 3.Select a generative strategy: recall, integration, organization, or elaboration

Designing Instructional Strategies

Specify Media Instructor speaking Chalk board Printed text (textbooks, worksheets, visuals, etc.) Audio/video/multimedia Computer presentation and/or simulation Web-based instruction etc.

Development Prepare student & instructor materials, both print & non-print, as specified during design Delivery Methods: –Group presentation –Self-paced learning –Small-group interaction activities –Combination

Designing Instructional Strategies

Design & Development Design: 1.Write instructional objectives 2.Identify type of content to be learned 3.Select instructional strategies according to the content type 4.Select media Development: Prepare student & instructor materials, both print & non-print, as specified during design