Instructional Systems Design (ISD) ADDIE 2.0

INSTRUCTIONAL
SYSTEMS
DESIGN

( ADDIE 2.0 )

2 October 2012 Prepared by : YY Wong

Definition of ISD

Instructional Systems Design (ISD)
is the systematic approach to the
Analysis, Design, Development,
Implementation, and Evaluation
of learning materials and activities
In short,
ISD is the process to determine the
5W1H of Learning
(Who, What, When, Where, Why, and How)
Designed & Developed by YY Wong * version 2012 * 2

Key Elements of Instructional Systems Design
 There is a genuine need for learning
 The learning events are well designed
 Quality learning materials are developed
 Learning events are implemented using the
appropriate strategies and approaches
 Learning events are evaluated to ensure learning
has actually taken place


Who needs ISD?

Those who need to :

 design and develop learning
solutions to meet the learning
and development needs of the
organization

 evaluate the learning solutions
of learning providers/trainers to
determine whether the learning
will effectively meet the original
objectives

The 3 Domains of Learning
Cognitive
Mental skills where the brain must be used
to perform intellectual tasks
(Knowledge)
Psychomotor
Physical skills such as movement, coordination,
manipulation, dexterity, grace, actions, etc
(Skills)
Affective
Described as "coming from the heart," -
knowing is nothing if there is no will to act on it
(Attitude or Will)

Conventional ISD Models
ADDIE - 1975
• The ADDIE model of Analysis, Design, Development, Implementation & Evaluation was developed by Florida State University
• ADDIE was selected by the Armed Services as the primary means for developing training
• Then, the term "ADDIE" was not used, but rather "SAT" (Systems Approach to Training) or "ISD" (Instructional Systems
Development)
• As a general rule, the military used SAT, while their civilian counterparts used ISD
• The "D" in "ISD" first stood for "Development," but now normally means "Design"

Major Contributors

MAGER
Behavioral or performance
objectives

GLASER
Criterion reference testing

GAGNE
Hierarchical analysis,
conditions of learning

SCRIVEN
Formative evaluation


Conventional ISD Models
The Dick and Carey Model - 1978
• Dick and Carey's model details a comprehensive and detailed process
• However, it has been criticized for at the same time being too rigid and
cumbersome for the average design process


Andragogy vs. Pedagogy
No. Andragogy (Adult Learning) Pedagogy (Student Learning)
1. Learners are called “participants” Learners are called “students”
or “learners”
2. Independent learning style Dependent learning style

3. Objectives are flexible Objectives are predetermined and
inflexible
4. It is assumed that the learners have It is assumed that the learners are
experience to contribute inexperienced and/or uninformed
5. Active training methods are used Passive training methods, such as lecture, are
used
6. Learners influence timing and pace Trainer controls timing and pace

7. Participant involvement is vital Participants contribute little to the experience

8. Learning is real-life problem-centered Learning is content-centered

9 Participants are seen as primary resources for Trainer is seen as the primary resource who
ideas and examples provides ideas and examples
Source : Malcom Knowles in Modern Practice of Adult Education: Andragogy Versus Pedagogy

8 Adult Learning Theories
1

Learning
Styles
8 2

After Action Right Brain,
Review Left Brain
7 (AAR) 3
8
Adult Multiple
70 : 20 : 10 Learning Intelligences
6 Theories 4
Adoptive,
Attention
Adaptive
Span
Learning
5

Dale’s Cone
of
Experience


Adult Learning Theories (1)
LEARNING STYLES
1 Sensory or Intuitive 2 Visual or Verbal
Sensory learners prefer concrete, Visual learners prefer graphs, pictures,
practical, and procedural information. They and diagrams. They look for visual
look for the facts. representations of information.

Intuitive learners prefer conceptual, Verbal learners prefer to hear or read
innovative, and theoretical information. They information. They look for explanations
look for the meaning. with words.

3 Active or Reflective 4 Sequential or Global
Active learners prefer to manipulate Sequential learners prefer to have
objects, do physical experiments, and learn information presented linearly and in an
by trying. They enjoy working in groups to orderly manner. They put together the details
figure out problems. in order to understand the big picture.
Reflective learners prefer to think things Global learners prefer a holistic and
through, to evaluate options, and learn by systematic approach. They see the big
analysis. They enjoy figuring out a problem picture first and then fill in the details.
on their own.

LEFT BRAIN FUNCTIONS RIGHT BRAIN FUNCTIONS
1. Uses logic 1. Uses feeling
2. Detail oriented 2. “Big picture" oriented
3. Facts rule 3. Imagination rules
4. Words and language 4. Symbols and images
5. Present and past 5. Present and future
6. Math and science 6. Philosophy & religion
7. Can comprehend 7. Can "get it" (i.e. meaning)
8. Knowing 8. Believing
9. Order/pattern perception 9. Appreciates
10. Reality based 10. Knows object function
11. Forms strategies 11. Presents possibilities
12. Practical 12. Impetuous
13. Safe 13. Risk taking
Theo Jansen

MULTIPLE INTELLIGENCES

Howard Gardner

Thomas Armstrong


ADOPTIVE LEARNING METHOD & ADAPTIVE LEARNING METHOD
 Adoptive learning methods  Adaptive learning methods are
basically map out what the more agile in nature as they help
learners must do to master a task the “learner-to-learn,” also known
as meta-learning or meta-
 Best for novice learners who
cognition
need to master the basics
 Best for more advanced learners
EXAMPLES EXAMPLES
1. Knowledge dumps 1. Case studies
2. e-Learning that is basically 2. e-Learning scenarios that branch
composed of “click for next slide”
3. Action learning
3. Lectures
4. Personalized instructions
4. Role plays
5. Experimental learning


ATTENTION SPAN



10% Most research points to the fact that
Formal
Learning learning happens according to the 70:20:10
Rule
20%
Informal  10% of all learning comes from formal
Learning
learning like attending training courses

70%  20% of learning comes from informal
On-the-Job learning, like asking colleagues,
Experience observing others, networking

 70% of learning comes from on-the-job
experiences and challenging projects
Adapted from Center for Creative Leadership

AFTER ACTION REVIEW (AAR)
• Originated by US Army
during Vietnam War
• Used by each Platoon
to review how they
acted and performed
during an engagement
with the “enemy”. It
was used immediately
after the “Action”

• After Action Review (AAR) is a simple process used by a team to
capture the lessons learned from past successes and failures, with
the goal of improving future performance
• It is an opportunity for a team to reflect on a project, activity, event or
task so that they can do better the next time

AFTER ACTION REVIEW (AAR)

Do it
What was supposed to happen?

What
Now how? happened?
How will I do better next time? What actually happened?

But why?
Why were there differences? 18
Designed & Developed by YY Wong * version 2012 *

ADDIE 2.0

5 - PHASE ADDIE 2.0 PROCESS

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5

ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE

The process The process
The process
of authoring of
The process The process of
and determining
of defining of specifying implementing
producing the
what is to be how it is to the learning
the effectiveness
learned be learned solution to
instructional of the
learners
materials instructions


What is ADDIE 2.0 ?
 Original ADDIE was designed by Florida
State University in 1975 and there have
been various variations of the model since
 ADDIE is too rigid and cumbersome for
business operating environment in the 21st
Century to immediately address business,
performance and competency issues
 ADDIE 2.0 is the upgraded version with more dynamic, practical
and flexible processes, and also capitalizing on the new learning
theories and technologies to meet current business learning
needs but still maintaining the key essence
 Can also be considered as “Lean” ISD, as in Lean Production or
Lean Manufacturing - improving process and removing waste
while maintaining quality

4 Fs of ISD
 Fit business improvement needs
 Fit learners’ learning needs
 Fit learning evaluation requirement

Fit  Fresh learning

Fun Fresh
methodologies
 Fun to learn 4Fs
of ISD  Fresh concepts &
 Fun to deliver
models
 Fun to experience

Fast
 Fresh processes

 Fast to design & develop
 Fast to learn
 Fast to apply




Phase 1

ANALYZE
1.1 1.2 1.3
Conduct Finalize
Identify issues
learning needs learning
& problems
analysis requirements





Phase 2

DESIGN
2.1 2.2 2.3
Write course Plan structure Plan
purpose & & contents of instructional
learning
objectives the course strategy





Phase 3

DEVELOP
3.1 3.2 3.3
Develop
Collect course Finalize course
learning
materials materials
activities





Phase 4

IMPLEMENT
4.1 4.2 4.3
Assess Release &
Pilot course in adequacy &
actual learning refine maintain
environment instructions course





Phase 5

EVALUATE
5.1 5.2 5.3
Assess Interpret Revise course
evaluation strategy &
learning instructional
effectiveness results materials


IS Designer Competencies

1 Professional Foundation

2 Planning & Analysis

3 Design & Development

4 Implementation & Management


Instructional Systems Design (ISD) ADDIE 2.0

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