- understand the role of instructional design (ID) in course creation
- recognize the five phases of ADDIE
- develop at least three preliminary learning goals for the PDC course in Alachua County.
The ADDIE framework for instructional design can provide a systematic process to create develop and deliver a PDC course in Alachua County. Moving through each stage of ADDIE can provide an efficient, effective and appealing PDC course for learners and teachers. By considering the different ways people acquire, process and use new information (learning theory), a PDC course designer can accommodate different learning modalities within a diverse population of learners. Learning theories informed the development of the ADDIE Model at Florida State University in the 1970s. The model is based on five generic phases as a guideline for building effective training and performance support tools:
- Analysis – establish who, what, when, where, why and how?
- Design – create learning objectives and content, conduct subject matter analysis, plan lessons, collect media, create exercises, and create instruments to assess learning outcomes. The design phase should be a logical andorderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project’s goals.
- Development – create and assemble learning content with storyboards, flowcharts and graphics.
- Implementation -establish procedures for instructors and learners; create course curriculum, revisit learning outcomes, establish methods of delivery and assessment procedures, ensure that all instructional materials are in place; books, hands-on equipment, tools, weblessons, etc.
- Evaluation – conduct formative (at each stage) evaluations and summative (concluding) evaluation to identify successes and failures in outcomes in order to improve efficiency, effectiveness and appeal of instructional design
The following YOUTUBE video by Marie Langton provides a brief overview of the ADDIE model.
Now that you have an idea of the contributions of instructional design models and the ADDIE framework in developing a PDC course in Alachua County, we can take a closer look at each phase and begin developing a PDC course. Before doing so however, it is important to identify the overall goals of the PDC course. What problems are you trying to solve through training others in Permaculture Design? What do you expect learners to accomplish in the course? How can ADDIE help you in this process?
Battisti. Bryce. Permiculture Design in Higher Education Proceedings of the 25th Annual Western Region Agricultural Education Conference
Introduce yourself and explain why you want to build a PDC course in Alachua County. What goals do you want the PDC course to achieve? Post in the Comments below.
Create a chart to organize individual goals, and analyze patterns in the goals to identify similarities and differences.
Adopt a unified set of goals for the PDC course in Alachua County. Keep in mind that these goals can be revisited and revised as often as needed throughout the course.
Now that you have established a unified set of goals for your PDC course, it is time to establish the Who, What, When, Where, Why and How of the PDC course in the Analysis Lesson.
References and Further Information
Aritzhaupt et al. ADDIE Explained http://www.aritzhaupt.com/eBook_ADDIE/ accessed on February 5, 2016.
Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 170-198). New York: Simon & Schuster Macmillan
Duffy, T. M. , & Jonassen, D. H. (1992). Constructivism: New implications for instructional technology. In T. Duffy & D. Jonassen (Eds.), Constructivism and the technology of instruction (pp. 1-16). Hillsdale, NJ: Erlbaum.
Ed Forest: The ADDIE Model: Instructional Design, Educational Technology
Mayer, Richard E (1992). “Cognition and instruction: Their historic meeting within educational psychology”. Journal of Educational Psychology 84 (4): 405–412.
Merrill, M. D.; Drake, L.; Lacy, M. J.; Pratt, J. (1996). “Reclaiming instructional design” Educational Technology 36 (5): 5–7.