ADDIE - Design stage



The Design stage of ADDIE follows the Analysis stage. In this stage we develop a prototype for the course that we are going to deliver based on the insights we generated during the Analysis stage.

 More specifically, this stage includes development of:
An instructional strategy – This is the core of the Design stage and informs what the learner needs to learn. An instructional strategy outlines what teaching and learning activities will be used and how they will be used, keeping the learner cohort in mind. The instructional strategy needs to ensure that learners are engaged and supported in the learning process and that the learner needs are taken into consideration. For example – Let’s say we are developing an instructional strategy to teach people from a non-English background on how to cook a dish. In this case we need to be mindful of the general English level of the cohort so our instructions should not be overly detailed. Secondly it needs to be realistic and relevant so that the cohort remains engaged. Thirdly, it should be ensured that the cohort has access to adequate support to ensure effective learning takes place. Fourthly, the learning should be followed by an appropriate assessment say – actually cooking the dish.

Learning support activities and assessments – The assessments are conceptualised in this stage. The assessments that are developed must cover all the relevant performance areas and should provide adequate context that replicates real world conditions as much as possible. They are followed by the learning support activities. The learning support activities are conceptualised and refined in this stage. These learning support activities are intended to provide practice to the learner before they take on the formal assessment. Conceptualisation of any additional learning resource development also takes place in this stage e.g. Interviews with industry professionals.

The course structure – The course structure refers to how the course will be presented and needs to be developed keeping the learner cohort in mind. For example – if the learner cohort consists of professionals then running a course with classes around Noon may not be a sound approach. Some other areas to consider may include availability of teachers, the geographic location of learners, course duration, number of assessment tasks, learner LLN skills, learner academic capability, availability of specialised software, availability of the Internet, types of learning resources available etc.
Basically anything and everything that can have an impact on course delivery.

Comments

Post a Comment

Popular posts from this blog

Scaffolding

Scaffolding In instructional/learning design we often use the term scaffolding. But what is it? Scaffolding is when we break up the learning or a concept into smaller chunks and support it with various activities that help in understanding and embedding what is being learned. Scaffolding also involves usage of different instructional techniques to gradually enhance learner understanding. The main aim of scaffolding is to make the learner comfortable with what they are learning. So, it should not be viewed as something that needs to be done out of compulsion or convention. Rather, it should be looked upon as the support that is provided to the learner that will make the learning process easier and more effective for them and enable them to apply the learning independently. But how is scaffolding done? Scaffolding is done every time the learner is provided with a tool or information that supports their learning. This may be a:          Clear...
Keep reading

Change Managemnt

In this post I want to talk about Change Management. I am seeing an increasing convergence between learning projects and change management almost to the point where they seem part of the same process. A bit like two sides of a coin. So what is Change Management? Change management is the process of helping an organization adjust its strategies and structures to better meet its goals. It's a broad term that can be used in many different contexts and refers to a process for managing organizational changes and focusses on how individuals respond to change and managing their concerns and resistance to the proposed change. The goal of change management is to make sure that the changes you're making to your business or organization are as smooth as possible. You don't want people to feel like they're being forced into something they don't want, or that they don't understand why they're doing it. You also want to make sure that when you do make these changes, you ca...
Keep reading

The Learning Hook

Can you recall a class that you took or a learning course that you had to go through that instantly grabbed your attention? What was it about the course that grabbed your attention like that? That was a learning Hook! What is a learning hook? A learning Hook is something that grabs the learner’s attention. Something that would make them instantly engage with the learning. So how can we go about developing a learning hook? Well, a learning hook can come from a number of areas. It could be talking about a current event. It could be talking about an ethical or moral dilemma. It could be talking about something that may have directly impacted the learner. It could even be a curious fact, or a mystery or an interesting story. For example, I was once teaching a sales and marketing course and prior to starting any course I usually try to   know my cohort as in, what would they like to do what is it that they find interesting and so on and so forth. So, dur...
Keep reading