- understand the analytical stage of ADDIE,
- conduct interviews to collect data on who, what, when, where, why and how of the PDC course
- create a chart organizing the results of analytical data
- identify who, what, when, where, why and how of PDC course
The Analysis phase of ADDIE is centered in the learner(s), and it can be considered the goal-setting stage. Through analysis, the PDC course designer can ensure that the program content matches the skills and existing knowledge of the learners to be sure that course will not duplicate what the learner already knows and will instead focus building on existing knowledge. By identifying existing knowledge, the PDC course designer can create learning objectives that bridge existing knowledge with the goals of acquiring new knowledge about permaculture design. In addition to determining what topics to cover, PDC course designers must also consider the skills, needs and resources available to each learner in order to select course materials, learning exercises, and modes of delivering instruction. In his handbook, The ADDIE MODEL, Ed Forest states that the analysis phase generally addresses the following questions:
1. What is the target group? (suburban residents, small farmers, etc) What is the overall background of the learner(s)? (age, language, (dis)abilities, gender, mainstream education, existing PDC knowledge levels, experiences, interests, cultural background etc) What are their PDC goals?
2. What do the learners need to accomplish at the end of the PDC course? What are the learner’s needs?
3. What will be required of the learner in terms of existing skills, knowledge, attitude, perspective, physical/psychological condition? What are the desired learning outcomes in terms of knowledge, skills, attitudes, behavior etc.?
4. How are existing PDC instructional strategies employed? Are they adequate? What aspects need to be added, clarified and improved upon?
5. What are the target objectives of the PDC course? What instructional goals does the PDC focus on?
6. Is the learning environment (classroom, internet, workshop, etc) conducive or not? Is it possible to combine learning environments? (is a combination of live or online discussions?) What will be the Pros and Cons between online and classroom based instruction? How will delivery options (online or face-to-face) be determined? What type of learning environment is preferred by instructors and learners? (ie lecture or self-guided study, online or face-to-face, or blended). If online is preferred what will be the difference in learning outcomes of classroom-based learning and web-based learning?
7. What factors can limit or hinder the overall goal(s) of the PDC course? (resources, technical and support, time, human resources, technical skills, financial etc. ) How can those obstables be overcome?
The following YOUTUBE video by J. Garder offers a basic overview of the Analysis phase of the ADDIE instructional design model.
Create two analytical charts (one for learners and one for teachers) and interview potential learners and instructors to collect information regarding who, what, when where, why and how. Be sure to ask questions regarding needs (disability accommodations, etc), goals, skills (technical, etc), existing knowledge and expertise, resources (internet, transportation, etc) and other relevant factors. Add collected data to the charts. Post in the comments below.
Combine individual charts into a unified chart to organize and analyze patterns in the data to identify the intersections and differences.
Use analytical data to formulate who, what, when, where, why and how of PDC course design, and relate the result to the goals of the PDC course.
Now that you have established the Who, What, When, Where and Why of the course, it is time to establish learning objectives, lesson strategies, and criteria to assess meeting objectives in the Design Lesson.
References and Further Information
Aritzhaupt et al. ADDIE Explained http://www.aritzhaupt.com/eBook_ADDIE/ accessed on February 12, 2016.
Ed Forest: The ADDIE Model: Instructional Design, Educational Technology