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Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities
http://www.fao.org/docrep/015/i2516e/i2516e.pdf
The ADDIE model for e-learning
A note on the process • Adapting existing models to match specific needs is wiser
than proceeding without any plan. However, flexibility is needed to select and adapt a model to a given situation.
• E-learning projects vary considerably in complexity and size. The process described below is comprehensive – it covers all the options that can be included in a complex learning project. However, some of the steps can be skipped or simplified according to project’s objectives and requirements, such as budget, expertise or organizational constraints.
The ADDIE model for e-learning
FACTORS TO BE CONSIDERED WHY IS IT IMPORTANT?
Region or geographic area in which learners reside.
This is needed to define language and cultural issues and to inform choices between synchronous and asynchronous tools (learners located in different time zones will have difficulty communicating in real time).
Kind of organization or institution in which learners work and their professional role(s) within them.
This will help to identify specific learning objectives for each target audience group.
Learners’ previous knowledge and expertise on the subject.
In general, learners with a lot of prior knowledge do not need the same kind or level of training support as novices.
Learners’ computer skills and technical expertise.
This will help to define the complexity of the computer-based interactive activities.
FACTORS TO BE CONSIDERED WHY IS IT IMPORTANT?
The amount of time available for e-learning and the learning context.
This information influences the amount of content to be provided and the need for chunking the content into small units.
The location where learners will participate in e-learning and from where they can access the Internet; can they study at home, at work or in e-learning centres?
This determines how much connection time is required for the course and whether learners can download plug-ins from the Internet.
Network bandwidth. Bandwidth limitations may slow application performance and decrease user productivity.
Computer and software capabilities, such as screen size, number of colours they can display, sound playback, RAM (amount of memory), processor type and speed .
Technical requirements, including multimedia capabilities, influence the selection of the media mix and plug-ins.
The ADDIE model for e-learning
Learning objectives
Sequencing
• How should the learning objectives be sequenced when structuring a course?
QUESTION
• Design the sequence of units and sessions of a course about your main topic
• Define at least 3 learning paths
Instructional strategy
Delivery strategy
The ADDIE model for e-learning
Can existing materials be used without making any changes?
• Unfortunately, existing training materials and documents cannot be automatically transformed into e-learning materials by just making them available from a Web site.
• E-learning differs from face-to-face training and requires specific formats. For self-paced e-learning in particular, material must be carefully designed and must embed adequate instructional support to allow learners to function independently throughout the course.
Can existing materials be used without making any changes?
• For example: – a PowerPoint presentation developed for face-to-face training sessions
is not e-learning content, because it does not include all the explanations and examples which are supplied by the presenter in a traditional classroom; or
– a 20-page article made available online is not e-learning content because the way it is designed doesn’t match specific learning objectives and because scrolling text pages is not the best way of reading online.
• Although preparing materials is less demanding in instructor-led synchronous learning, it is still necessary to adapt existing materials to the new learning environment.
Storyboard development
• The term “storyboard” is taken from movie production where it indicates a visual representation of the various scenes of a film.
• In e-learning, the storyboard describes screen by screen what will happen in the final e-lesson.
• The storyboard is not a final product. It is an intermediate product which is then used by Web developers to create the final interactive e-lesson.
FROM PREVIOUS QUESTION
• Design the sequence of units and sessions of a course about your main topic
• Define at least 3 learning paths
QUESTION
• Design the storyboard for the sequence of units and sessions presented in the previous assignment
Question formats
The ADDIE model for e-learning
The ADDIE model for e-learning
COURSES ABOUT INSTRUCTIONAL DESIGN
An introduction to ADDIE http://www.jclarkgardner.com/an-intro-to-addie.html
