The document tells a story using metaphors from The Wizard of Oz to explain the ADDIE instructional design model. It describes Dorothy's journey down the Yellow Brick Road where she meets characters representing each ADDIE step: the Scarecrow (Analysis), Tin Man (Design), Cowardly Lion (Development), the Wizard (Implementation), and Glinda the Good Witch (Evaluation). At each step, principles of that phase are explained to help Dorothy (and readers) design better learning modules just as the characters help Dorothy in her quest. The overall message is that instructional designers have the tools and abilities within themselves to thoughtfully design learning if they have the courage to start the process.
2. Black & White or Color
• Are your modules
drab and colorless?
• Would you like to
change it into a
colorful, eventful,
meaningful
document?
If you do want color, you have come to the right place….
3. • You were probably hoping for
someone to wave their magic wand
and create this module.
• However, as in the story of the
Wizard of Oz, we can only point you
down the right path… YOU have to
have the determination to complete
the journey.
4. • The road ahead is long
and there are many
paths that will lead you
to some good ideas.
You can create the
“ultimate Module”. If
you use the tools you
will find along the way.
• Take the time now to
step into the yellow
Brick Road.
5. Your module cannot lack the
philosophy for Adult Learning.
Make sure it has courage and
heart.
Do not make it like the
Scarecrow, a failure, because it
was built without a brain.
If you need help, follow this
Yellow Brick Road:
Introduction
6. Once upon a time…
• There was a facilitator named Dorothy.
She wanted more out of her modules.
Everything felt drab and colorless!
• She wanted more! More activities! More
sense out of what she did!
7. A Twister!!!
• She found herself in the middle of terrible
storm. Her house flew away. Where
would it land?
8. The World of Oz
• Suddenly she saw bright colors! How
could she use this to make her life better.
How could she use it to dress up her
teaching?
Introduction
9. The witch is dead!
• As she started to explore her
surroundings she found her house had
landed on and killed the Wicked Witch of
the East (her old way of teaching).
• She had killed her old way of teaching
and preparing learning activities for her
students.
• Everyone was happy, but poor Dorothy,
didn’t know what to do.
Introduction
10. The Wicked Witch of the West
• Her old ways
wanted to come
back.
• So she had to ask
for help from the
Good Witch –
Glinda.
Introduction
11. The Emerald City:
Instructional Design
• Glinda tells Dorothy about Instructional
Design. It is found in the Emerald City.
Introduction
13. Instructional Design
• It is a reflective, analytical, systematic,
and systemic process that intends to
ensure the quality of learning using
instructional theory to create a favorable
learning environment.
Defining ID
14. The Adult Learner
• Glinda also reminded Dorothy that the
facilitator needed to believe in Principles
of Adult Learning.
Defining ID
15. Principles of Adult Learning
1. Adults tend to be self-directed.
Adults want to participate in the
planning and evaluation of their
learning.
2. Adults have rich reservoir of
experience. Adults prefer to build
on prior learning and experience.
3. Adults need to learn
experientially. Adults learn by
doing; experiences form bases for
knowledge construction.
Malcolm KnowlesMalcolm Knowles
Defining ID
16. Principles of Adult Learning
4. Adults have problem-solving
orientation. Adults are problem-
centered rather than content-
oriented
5. Adults’ motivation affected by
need to know. Adults most
interested if learning has
immediate relevance to job or
personal life
6. Adults motivated by
internal/intrinsic factors. Grades
and other extrinsic rewards not as
effective with adults.
Malcolm KnowlesMalcolm Knowles
Defining ID
17. The Yellow Brick Road
• Dorothy asks, “How do I get there?”
• Glinda tells Dorothy she needs to study
hard and travel down the Yellow Brick
Road in order to get to the Emerald
City and talk to the Wizard of Oz.
• Follow the steps!
Introducing ADDIE
18. – Development
So she meets some help along
the way…
• The ADDIE model
– Analysis
– Design
– Implementation
– Evaluation
Introducing ADDIE
19. The Brains…
• The scarecrow wanted
a brain in his quest for
knowledge. As an
EPM, you can think of
“Analysis” as the
brains of your module.
After all, it is what links
all the other stuffing you
have in your entire
module.
20. The ADDIE Model - Analysis
• The process of defining what is to
be learned. You determine the
instructional need of the audience
Analysis - ADDIE
21. The ADDIE Model - Analysis
–Who is the audience?
–What do they need to learn?
–What is the budget?
–What are the delivery options?
–What constraints exist?
–When should the project be completed?
–What will students do to determine their
competency?
–What is the context?
Analysis - ADDIE
22. The ADDIE Model - Analysis
• Sample Activities
– Needs assessment
– Problem identification
– Task analysis
• Sample Outcomes
– Learner profile
– Description of
constraints
– Needs, Problem
Statement
– Task analysis
Analysis - ADDIE
23. ADDIE Game Step 1-Analysis
• Break into small teams (3 or 4)
The manufacturing department is bringing in 20
temporaries to help with the peak season. They
want us to build a short activity that will allow the
permanent employees to meet and introduce
themselves to the temporaries.
• Analyze the problem - What type of problem is
it?
• Perform a short task analysis - How do people
get to know each other?
Analysis - ADDIE
24. Take !
• The Tin Woodman, after
groaning for one long
year was oiled back to
mobility. After some deep
thinking he asked: "Do
you suppose the Wizard
could give me a heart?"
• By specifying learning
activities, methods and
media you can give
structure and a sense of
usefulness. That is the
heart of your module!
25. The ADDIE Model - Design
• Specify learning activities,
assessment and choose methods and
media
• It is your HEART!
Design - ADDIE
26. The ADDIE Model - Design
– Write up objectives
– Select evaluation/assessment techniques
– Determine instructional sequence
– Prepare a visual representation of the
instruction
– Select the media
Design - ADDIE
27. The ADDIE Model - Design
• Sample Activities
– Write objectives
– Develop test items
– Plan instruction
– Identify resources
• Sample Outcomes
– Measurable objectives
– Instructional strategy
– Prototype
specifications
Design - ADDIE
28. How to put a heart into the hull…
Tools to Determine
Instructional Sequence
Design - ADDIE
29. Gagné’s Learning Hierarchy
The Nine Events of Instruction
1. Gaining attention (reception)
2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic
encoding)
6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
8. Assessing performance (retrieval)
9. Enhancing retention and transfer
(generalization).
Design - ADDIE
31. Gagné’s Learning Hierarchy
The Nine Events of Instruction
1. Gain attention
• In order for any learning to happen, you
must capture the students’ attention.
• Multimedia program with an animated title
screen sequence accompanied by sound
effects or music
• Start each lesson with a thought-provoking
question or interesting fact.
Design - ADDIE
32. Gagné’s Learning Hierarchy
The Nine Events of Instruction
2. Inform learners of objectives
• Tell students what the objectives of the
lesson are.
• The objectives should form the basis for
assessment and possible certification as
well.
Design - ADDIE
33. Gagné’s Learning Hierarchy
The Nine Events of Instruction
3. Stimulate recall of prior learning
• Associate new information with prior
knowledge .
• A simple way to stimulate recall is to ask
questions about previous experiences, an
understanding of previous concepts, or a
body of content.
Design - ADDIE
34. Gagné’s Learning Hierarchy
The Nine Events of Instruction
4. Present the content
• Content should be chunked and
organized meaningfully, and typically is
explained and then demonstrated.
• To appeal to different learning
modalities, a variety of media should
be used if possible, including text,
graphics, audio narration, and video.
Design - ADDIE
35. Gagné’s Learning Hierarchy
The Nine Events of Instruction
5. Provide "learning guidance“
• Guidance strategies include the
use of examples, non-examples,
case studies, graphical
representations, mnemonics, and
analogies.
6. Elicit performance (practice)
• The learner is required to practice
the new skill or behavior.
Design - ADDIE
36. Gagné’s Learning Hierarchy
The Nine Events of Instruction
7. Provide feedback
• Provide specific and immediate feedback on
student performance.
• Do not use exercises within this section for
formal scoring. These should be used for
comprehension and encoding purposes.
• Additional guidance and answers provided
at this stage are called formative feedback.
Design - ADDIE
37. Gagné’s Learning Hierarchy
The Nine Events of Instruction
8. Assess Performance
• Students should show mastery of material
without the ability to receive additional
coaching, feedback, or hints.
• Mastery of material, or certification, is
typically granted after achieving a certain
score or percent correct.
• A commonly accepted level of mastery is
80% to 90% correct.
Design - ADDIE
38. Gagné’s Learning Hierarchy
The Nine Events of Instruction
9. Enhance Retention and Transfer
• Make connections to the work-environment.
• Have students apply what they learned in a
real-life situation.
Design - ADDIE
39. ADDIE Game Step 2-Design
The manufacturing department is
bringing in 20 temporaries to help with
the peak season. They want us to build
a short activity that will allow the
permanent employees to meet and
introduce themselves to the
temporaries.
• Design the activity - Develop
objectives, activities, assessment.
Design - ADDIE
40. “I am such a coward!”
• This is the opportunity to remove
your tail from between your legs.
• You must accept the challenge of
developing the materials…
41. The ADDIE Model - Development
• Begin production, formative evaluation,
and revision. Develop the instructional
events. The process of authoring and
producing the materials.
• Have BRAINS, HEART, COURAGE!
Development - ADDIE
42. The ADDIE Model - Development
– Creation and production of materials
– Preparing the environment
– Presenting skills and content
– Determining achievement and products
– Participation and interaction
• Beta-testing
Development - ADDIE
43. The ADDIE Model - Development
• Sample Activities
– Work with producers
– Develop workbook,
flowchart, program
• Sample Outcomes
– Storyboard
– Script
– Exercises
– Computer assisted
instruction
Development - ADDIE
44. ADDIE Game Step 3-Development
The manufacturing department is
bringing in 20 temporaries to
help with the peak season.
They want us to build a short
activity that will allow the
permanent employees to meet
and introduce themselves to
the temporaries.
• Develop the activity - Outline
how you will perform the
activity and trial it.
Development - ADDIE
45. The ADDIE Model - Implementation
• The process of installing the project in
the real world context
• Lights, Camera, Action
Implementation - ADDIE
46. The ADDIE Model - Implementation
• Activities
– Teacher training
– Tryout
• Sample Outcomes
– Student Comments
– Data
Implementation - ADDIE
47. The ADDIE Model - Evaluation
• The process of determining the adequacy
of the instruction
Evaluation - ADDIE
48. The ADDIE Model - Evaluation
• Measure Effectiveness
• Formative Evaluation:
–At each phase
–Iterative Process
• Summative Evaluation:
–At the end of the process
Evaluation - ADDIE
49. The ADDIE Model - Evaluation
• Sample Activities
– Record time data
– Interpret test results
– Survey graduates
– Revise activities
• Sample outcomes
– Recommendations
– Project report
– Revised prototype
Evaluation - ADDIE
50. ADDIE Game Step 4 & 5-
Implementation & Evaluation
• Implement – Introduce your team
using the activity created.
• Evaluate – Prizes awarded for
– Most Courageous – Best development
– Most Heart – Best Design
– Most Brains – Best Analysis
Implementation & Evaluation - ADDIE
52. Make sure your module is like OZ
– certainly is a place,
abounding in jewels and precious
metals, and every good thing that is
needed to make one .
–When seen from afar, one just knows
that something wonderful and
will happen once one passes through
its mystical gates.
53. Make sure your module is like OZ
–First impressions are very important and
can lead to great expectations.
Unfortunately, just as an
can attract many visitors, a dull and
dreary city can drive the crowds away.
–When people use your module, students
and other facilitators alike, what will their
first impression be?
54. Make sure your module is like OZ
– Make it clear, with courage and heart, and
brains, and reward your visitors (students and
facilitators) for their patience and persistence
in completing an education.
– give your visitors the feeling that they truly
have entered a...
55. • Just as Dorothy, the Tin Man, the
Scarecrow, and the Lion all thought they
needed help from a "great and powerful
wizard" to achieve their dreams, many
EPMs may feel that making their modules
is something difficult... NOT SO!
56. • It’s not about having
MAGICAL powers. It
about moving with
courage, putting your heart
and brain to work….
A general rule of instruction is to teach immediately above the heads of the students and continue to raise the bar as they progress. If the bar is too low or impossibly high, you lose them and they are difficult to motivate. Also consider the baggage learners bring into the classroom. Expect that adult learners always have baggage, and plan accordingly. Is the training held in the evening when all of the students have worked a full day? If it is, don't rely on videotape to get through the night unless you leave the lights on and the volume at an ear splitting level.
http://www.personal.psu.edu/faculty/s/j/sjm256/portfolio/kbase/IDD/ADDIE.pdf
Curiosity motivates students to learn.
Curiosity motivates students to learn.
This initiates the internal process of expectancy and helps motivate the learner to complete the lesson.
It is easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge.
This event of instruction is where the new content is actually presented to the learner.
To help learners encode information for long-term storage, additional guidance should be provided along with the presentation of new content.
Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.
The Development Phase is for the preparation of participant, instructor and support materials (audio, video, and other media), as well as the programming of any computer-based materials. Materials created in this phase should be far enough along in their development for field or beta testing.
ME CANSE FALTA AQUI!!!
The Development Phase is for the preparation of participant, instructor and support materials (audio, video, and other media), as well as the programming of any computer-based materials. Materials created in this phase should be far enough along in their development for field or beta testing.
The Implementation Phase is where the project is put into service and field or beta tested. The learners, faculty, facilitators, and project funders should evaluate it. Changes to the program are made based upon the feedback received.
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