ADDIE Module of Design

8/6/2019 ADDIE Module of Design

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Learning outcomes Provide a definition for the process of Instructional Design

Describe and explain the Analysisphase of theinstructional design process

Describe and explain the Design phase of theinstructional design process

Describe and explain the Development phase of theinstructional design process

Describe and explain the Implementation andEvaluationphases of the instructional design process

Describe what an interactive multimedia lesson should

look like Identify some key design principles for the design of

interactive multimedia

Design an interactive multimedia lesson within SouthAfrican context


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The Addie-model

Analysis

Design

Development

Implement

Evaluate

Revise


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ADDIE-model of instructional

design


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The Analysis phase

Learning about learners:

What can they do? And what do they know already?

known and unknown competencies?

language skills? typing skills and mouse skills?

what technology can they use?

motivation?

learning styles?

Learning about the curriculum and contentrequirements:

critical and learning area outcomes are met

content is presented in a certain way

types of learning activities


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The Design phase(1 of 4) Analysing the outcomes:

skills

knowledge

attitudes and beliefs

outcomes (learning goals) must be meaningful

measurable and observable objective

Objectives must be clearly stated

Developing initial content ideas:

Brainstorming ideas for content and approach

Elimination of some initial ideas

learners pre-knowledge, computer skills, attitudes, age(learnersdemographics)

amount of subject matter, capability of computer system,

ability of the developer


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The Design phase(2 of 4)

Preliminary programme description:

Instructional analysis

Identifying types of learning indented outcomes

Choosing a methodology learning experiences tutorials,

drill and practice,

simulations,

problem-solving

Design principles


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Preliminary programme description

Factor decisions methodology chosen: Feedback when, how much, way of feedback

Question types multiple choice, true or false, one-word

Learner control Motivation

Judging learners answers

Sequence description - order by which information will bepresented:

Opening screen

Directions

interaction

Method of item selection

closing


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Storyboard visual way of presentingthe design that has been decided

Ongoing evaluation:

Formative

Summative


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The Development phase(1 of 2)

Development the entire process ofproducing refining and validating theprogramme:

Programming software MacromediaAuthorware, Macromedia Director or AsymetricToolbook

Web authoring software - Macromedia

Dreamweaver Microsoft FrontPage, Coldfusion Image-editing software CorelDraw, Adode

Photoshop or Microsoft PhotoDraw

Software sound, graphics or animations


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The Development phase(2 of 2)

Steps to be considered or followed:

The development of a project management plan timeand money

Preparing of the text components MicrosoftWord

Authoring of the separate pages or screen every singlescreen is developed (text, graphics, video, animations,hyperlinks, navigation buttons)

Creation ofgraphics, sound and video professionalhelp

Assembling the pieces in the sequence that wasdecided on during the design phase

Preparation ofsupport material guide, help pages,additional content, exercises and contact details for thedevelopers

Design principles


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Implementation and Evaluation phases

Phases are related inter-dependent

Evaluate the effectiveness of the piece

Alpha testing Done by design + development team Use evaluation forms and style manual

Beta testing Select learners, explain procedure

Determine prior knowledge Observation, interviewing, assess

Revision


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Principles for effective design (1 of 3)

The importance ofmotivation intrinsicand extrinsic: Clearly stating the benefits of learning

Invoking curiosity Start with a pre-test that leaves learners wanting

to learn why their answers were right or wrong

Challenge learners

Increase the difficulty gradually

Keep the differences in the learners inmind: Learning style preferences

Intelligences, pace, control

Simplify learning activities


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Emphasise important content:

Focus attention

Avoid distractions

Consistency colour, text

Include opportunities for practice:

Repeated practice improve recall

Stimulate thinking, not mere clicking:

learners must think about the material

compare, contrast and integrate separate ideas


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Help learners to see association:

encourage learners to explore and idea from differentperspectives

Consider the limitations ofhuman perception

andmemory: Working memory is short-term memory

keep content simple, short and to the point

organise information into a small number ofchunks

after presenting a concept, immediately let the learnerspractice applying the concept verify understanding

eliminate the unnecessary materials


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Secrets of user-interface design

Keep context clear Title pages

Introduce the subject

where-am-I? cues :overview>Getting started>Step 1 consistent and logical design information guide and feedback

Keep interaction simple

What is a user interface?

User frustrations

Consistency in design banner, secondary content, colour background navigation buttons exit, help, menu, back, next


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A multimedia lesson Introduction

A title page

The outcomes

The direction for use should be stated

It may also be important to do learner identification

Presenting the content: method (tutorials, orsimulations)

Aspects to consider-

learner control provide help

assessment true or false, multiple-choice, matchingitems, text-input/fill-in-the-blanks, click-in + feedback

Ending a programme: temporarily or permanently


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A multimedia lesson


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ADDIE Module of Design

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