Using the ADDIE, here are specific tasks that would be performed at each stage of the process. It begins with the analysis phase because like the text stated, "Taking the time to learn about the learners in the class yields a more productive learning environment" (p. 128).
Analysis:
During the analysis phase, I would need to gather general learner characteristics: reasons for taking the course, experience with content, experience with technology, learning styles, background information. As the learners provide me with the information, I would be able to design the course that best fits the needs of the learners.
To gather this information, I would use an online survey for a needs assessment. Questions would be focused on certain areas to get a better understanding of learner's experiences. For example, if I wanted them to Blog for the use of class discussion, I would ask a question such as "On a scale from 1 to 6, how well do you know how to create a blog, post a blog, and respond to other blogs." Hoping that most of the students know how to blog, I would then have them write freely about themselves and maybe some topics about the course. I think this would build a sense of community as other students begin to find commonalities with others. The needs assessment will also help steer the design of the course.
Along with the needs assessment, I would need to find more information about the content area. Through resesarching about the topics and choosing a gernal area to discuss about the topic, I could have the class respond to their knowledge about the content area.
Design:
Learning objectives would have to be somewhat set before the course started, but with the use of the analysis phase, it would help to tweak areas needed and finalize the objectives. Now that there is a better vision for the course, it’s important to view the instructional environment as a system that connects the instructor, the learners, the material, and the technology (Simonson, Smaldino, Albright, & Avacek, 2009).
There is a lot of consideration that goes into the design of the course. I would need to keep these ideas in mind throughout the design: 1. What material needs to be covered, 2. What will the instructor do, 3. What will the learners do, and 4. What is the delivery method (technology approach) in which the instructor will present the material and the learners will demonstrate what they’ve learned. These ideas will help to "match the content of the subject to the needs of the learners" (text, p. 132).
It's important that the learner be the main focus and that all activities are engaging. They must be thought of first because they are the ones that need to take on most of the responsibility for the learning that will be going on, wherein the teacher will take on more of a facilitator role. This constructivist approach will see the students as being the center of the course.
The design will begin with choosing a course management system to help organize and manage the classroom environment. From there, choosing the technology that is visually appealing to the learners will be based on instructor experience as well as the needs assessment from the analysis phase. Choosing the content and breaking it up into specific topics will be easier for the learner to organize and take responsibility upon. Once the content and technology are somewhat set in place, last would be to set expectations for the learners. Give them a timeline of when materials and responses are to be expected. The text also stated to "set aside specific periods of time during the week for the students to work on the course.
Within the design phase, it would be beneficial for students to provide insight on the lesson design and instruciton delivery (text, 2009). Since they are the focus, providing feedback would be beneficial before moving onto the development phase.
Development:
Now that the design is set, development is the next phase within the ADDIE. Resources and materials will be uploaded, presentations will be created, and programs will be "ready." It's important that the instructor workout any hardware or software issues before going into the implementation phase. The instructor must also "be prepared with alternatives for each lesson in case of system problems" (text, 135).
Implementation:
Alpha testing of the course will be done during the implementation stage. Allowing the learners to view the resources and materials, view presentations, communicate with others, and take assessments will help to further workout kinks.
Evaluation:
After implementation, formative evaluation will be most helpful in making further decisions about the design and the development. A survey will be useful to see what they've learned and the learner's perspective on the overall design of the course. This will allow the instructor to make revisions and possibly go through a beta testing.
That ADDIE will be useful in designing an effective course that follows the sytem of conntecting the instructor, the learner, the material, and the technology. Reflective practices will be needed to make changes within any phase of the instructional design.
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Hi Heidi. I think you have a solid design process! I like your mention of instructor preparedness, this is so true. I can see how contingent lessons could be used in a hybrid, or off site course, but what happens when the system fails for an all online course? In the worst case scenario, not being able to get the system back up at all, would we need to go back to our roots of correspondence? Switch systems and probably web locations? I did once have my access to a wikki I was using in class abruptly blocked, but I have never thought of this before for an asynchronous (DT DP)course.
ReplyDelete--Kenny
Thanks for commenting Kenny. It's so important to have a back-up plan when things go wrong. In my first grade classroom the other day, the projector lightbulb went out. Everything I prepared for that day went down the drain. I am so reliant on the technology in my classroom, that I don't usually have anything else planned as a just in case. At least with the kids being in class, all I had to do was move my interactive board, move all the posters of the whiteboard, and then finally use the whitebaord for the rest of the lessons. With a distance learning course, we don't have the luxury of students being in the room and switching to a whiteboard. I really don't know what I would do. I think having a few sites in mind for discussion would be helpful just in case one fails. I would hate to go to a correspondence system. So much valuable time is lost, but if that's the way to go, so be it. Any ideas out there?
ReplyDeleteWhat would teaching be like if we didn't have to improvise now and then...and again? :)
ReplyDeleteI agree, backup plans are always good, or at least the ability to improvise. Although if a designer did the homework odds are the delivery system would not have bulbs go out. I think this would be especially be so if using Blackboard, Moodle, or another "established" system. I wouldn't feel easy using a fly-by-night or unknown operation, but a district server would probably be dependable. If worse were to come to worse, it would kind of be like moving classrooms because our AC went out. Go to a place like Moodle, or even install message boards on your own server, upload all of your material, test the functions, and email the new URL to the class. I suppose it would depend upon the design and the situation though.
hi heidi
ReplyDeletei like your idea that you have to be consern about your student characteristic and update your program all the time . your idea about blog is useful for your student. i think if you want your program be good you have to test it many time in deferent place and update all the time.
thank you
amal alsubki
Hi Heidi, Pilot testing and back-up plans, I really didn't think about those very much but they're obviously going to be pretty important for the classes I'm working on where the enrollment is 30 to 60 people per course. Blackboard at CSUSB has been pretty reliable - but not 100%! Our email system has also been pretty reliable to I could use PeopleSoft and send emails as an alternative. I could also set up face-to-face classes and announce by email if I had to. But CalState students don't always check their csusb email so... I'll need to think more about this and maybe develop a contingency plan to put in the syllabus. I might provide a phone number with course announcements on the voicemail message. As for course testing, I'll need to coerce people into being pretend students and trying out all the bells and whistles. Lots of work for the summer! Sue
ReplyDeleteHi Heidi. I like that you placed so much emphasis on the analysis phase and the importance of getting to know the learner. Every student's needs are different and they can't be addressed if they aren't known. I also liked that you mentioned that all activities must be engaging. Any instructor can put information on the web, but to do it in a manner that gets the students engaged is key.
ReplyDeleteThanks for the comments.
ReplyDeleteKenny...I think that's a great idea to have materials and any other resources uploaded on your own server. I've heard too many times, "the server is down." Instead of waiting for it to be running again, have this as a back-up plan.
Amal...Yes, testing situations out is so important. You never can be too prepared for the unexpected. Updating all the time is also key. We should be checking up on how everything is running and how students are learning consistently.
Sue...I like the idea of having a phone number with voice messages as a "just in case" back-up plan. I wonder how you would go about doing that? That kind of takes away from the visual aspect that the text stressed a lot for e-learning, but it still gets the message out.
Nate...I think the analysis phase is the most important phase. It gives you the background that you need before you start making any moves. It gives you a sense of direction. I can't imaging just jumping into things without fully understanding the content, the students, and the technology. Engagement will come with the development, development from the design, and the design from the analysis. We can't start without the analysis.