Information Design I – The ADDIE Model
We will be following the ADDIE model for instructional design this term. Click on the following link for a clearer illustration of this design concept: ADDIE Model. Please bookmark this link as we will continually refer back to this model throughout the term.
It is important to notice that the center of the ADDIE hub is evaluate. No matter which step of the process you are in, it is essential to constantly evaluate what you are doing. It is a back-and-forth process. Once the goals and purposes have been clearly identified, these are held front and center as the design process continues.
But what is it the standard by which we are to evaluate during the product development? That is determined by a clear identification of who our audience is, and what we want our project to communicate to the learner.
ANALYZE
Just as you do when designing lessons in your classroom, or a professional development session, identifying the audience, goals, and purposes of your project is your first step in the design process. In the ADDIE model, this first step is ANALYZE. Here are some key questions to ask as you define the goals and learner outcomes for your product:
Who is the audience? Characteristics?
What are the key learnings? Project goals? Length of Interaction experience?
Primary mode of delivery? Web-based? CD? etc
Skill prerequisites of your learners?
Feedback and method of interactivity for user?
Assessment? How will learner demonstrate key learnings?
Information Design 1 – The ADDIE Model
ANALYZE
Who is the audience?
entry-level learners who have little knowledge or skill in the operation of computers
Characteristics?
General characteristics: gender, age, work experience, education, and ethnicity
Personal characteristics:
- age and maturity level
- motivation and attitude toward the subject
- expectations and vocational aspirations
- previous or current employment and work experience
- special talents
- mechanical dexterity
- ability to work under various environmental conditions
Skill prerequisites of your learners? NONE
Primary mode of delivery?
- use pictures
- provide demonstrations
- provide examples as illustrations
- video
- power point
Feedback :
Provide feedback as learners respond to questioning
Provide them with reinforcement or remediation if necessary
Method of interactivity for user?
Involve learners in questioning, discussion and demonstration to confirm that they have learnt from my instruction, This involve will increase comprehension and maintain attention through active participation.
- hands-on activities
- cooperative activities
- assign drill exercises to provide practice
- computer-based learning
What are the key learning?
Computer basics
Project goals?
At the end of the lecture you will be able to load Windows, use word, and use Google.
Length of Interaction experience?
Present instruction in small steps (chunking) leading from simple to complex.
Web-based?
tutorials, Hyperstudio, Director
Assessment?
Use a quiz or assignment to confirm mastery of objectives.
How will learner demonstrate key learning?
Accuracy in completing assignment, worksheets, quizzes, etc.
What constraints exist?
learners age, time, computer resources
The design phase for me remains constant while the audience fluctuates. I may be trying to appeal to peer groups, other grad students, Freshmen- sophomore, or other academics. However, my goal with all is the same; to get my message across. For this section I will stay with a focus on linguistic anthropology. The key leaning will be for the students to recognize that langauge is useful in its context. The goal will be to show that in some cases variation in use and style of a language is better for communication than clinging to paradigms of grammar. The length of interaction will be one hour. Primary mode of delivery will be lecture, video, collaboration exercise, presentation and defense. The web will be used as a link to videos and as a search section for information contained in their presentation. The skills needed will be college level reading and writing, some computer skills. The feed back and the assessment will be the presentation. Key learning will be seen in the presentation by the utterance or indication of the concept that language is useful in context and is not a static entity.
To Delores,
I think it is great that you are getting others along in their quest for computer literacy. What age group are you focusing on? I for see some trouble in stanfard plans. I have found that the dynamics change age to age, culture to culture, and time to time. I am sure you know this already but, I was just curious.
Jeff