addie: design & development
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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 - PowerPoint PPT PresentationTRANSCRIPT
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ADDIE: Design & Development
Nancy H. DewaldPennsylvania State University
Berks CampusJune 24, 2005
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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.
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ADDIE
• Analysis• Design• Development• Implementation• Evaluation
• Iterative, not linear
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Design
1. Write instructional objectives2. Identify type of content to be learned3. Select instructional strategies
according to the content type4. Select media
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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
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Classify Learning as to TypeBloom et al. (1956)• Cognitive domain
– Knowledge– Comprehension– Application– Analysis– Synthesis– Evaluation
• Affective domain -- attitudes• Psychomotor domain – motor skills
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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
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Classify Content as to Type
• Fact• Concept• Principles and rules• Procedure• Interpersonal skills• Attitude
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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)
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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.
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Instructional StrategiesGenerative 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, mnemonics2. Paraphrasing,
generating questions or examples
3. Analyzing key ideas, outlining, categorizing
4. Generating mental images, physical diagrams, sentence elaborations
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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
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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
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How to Teach Procedures
1. Demonstration2. Organization or Elaboration3. Practice
• Example: Citing a journal article in APA format
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Instructional StrategiesGenerative 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, mnemonics2. Paraphrasing,
generating questions or examples
3. Analyzing key ideas, outlining, categorizing
4. Generating mental images, physical diagrams, sentence elaborations
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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 strategy3. Select a generative strategy: recall,
integration, organization, or elaboration
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Designing Instructional Strategies
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Specify Media
• Instructor speaking• Chalk board• Printed text (textbooks, worksheets,
visuals, etc.)• Audio/video/multimedia• Computer presentation and/or simulation• Web-based instruction• etc.
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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
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Designing Instructional Strategies
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Design & DevelopmentDesign:1. Write instructional
objectives2. 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