UNIT 6

ADDIE

Acronym for Designing a Course

ADDIE

What is the structured instructional design methodology?

ADDIE
Analysis

Design

Development

Implementation

Evaluation

What are the components for designing a course?

Analysis

What is the component for designing a course that involves analyzing the content that will be delivered and the learner?

Design

What is the component for designing a course that involves determining the plans, objectives, and goals?

1. Learner Analysis

   1. Prior Learning/Readiness

   2. Attitudes

   3. Learning and Language Preferences

2. Instructional and Task Analysis

3. Needs Assessment

4. Instructional Objectives

What are the components of Analysis?

Learner Analysis

What component of Analysis is dubbed as the 1st set of analysis?

Learner Analysis

What is the component of Analysis that includes the following:

1. Name of course/program.

2. Who needs to be trained?

3. How many people need to be trained?

4. Where are they located?

5. Demographics: Age and gender.

1. Name of course/program.

2. Who needs to be trained?

3. How many people need to be trained?

4. Where are they located?

5. Demographics: Age and gender.

Components of the Learner Analysis

Name of course/program

One of the components of the Learner Analysis

First component

Who needs to be trained?

One of the components of the Learner Analysis

Audience

How many people need to be trained?

One of the components of the Learner Analysis

If a small group, one will need only a small space for teaching to occur. However, if a big group, a big space may be needed and the kind of methodology may differ.

Where are they located?

One of the components of the Learner Analysis

If the intended audience is located in a rural area, the educator should consider going to them.

Demographics: Age & Gender

One of the components of the Learner Analysis

According to pedagogy and andragogy, learning differs for children and adults.

Prior Learning/Readiness

What is the component of Analysis that includes the following;

1. Any background skills or knowledge that will help them learn the task?

2. Do any already have some of the skills or knowledge?

3. Have they taken any prerequisite courses in this subject matter?

4. Do they have any misconceptions with respect to the subject matter?

1. Any background skills or knowledge that will help them learn the task?

2. Do any already have some of the skills or knowledge?

3. Have they taken any prerequisite courses in this subject matter?

4. Do they have any misconceptions with respect to the subject matter?

Components of the Prior Learning/Readiness

Pre-Test

How can prior learning/readiness be measured?

Attitudes

What is the component of Analysis that includes the following;

1. What is their attitude toward the subject matter?

2. What is their attitude towards learning?

3. Any experiences with respect to the desired performance?

4. Do they see a need for training?

1. What is their attitude toward the subject matter?

2. What is their attitude towards learning?

3. Any experiences with respect to the desired performance?

4. Do they see a need for training?

Components of Attitudes

What is their attitude toward the subject matter?

One of the components of Attitudes

Does the learner find the content interesting? Or simply forced to learn it?

What is their attitude towards learning?

One of the components of Attitudes

What does the learner exhibit in regards to learning in general?

Learning & Language Preferences

What is the component of Analysis that includes the following;

1. What preference do they have for delivery of instruction?

2. Level of reading and oral language.

3. Information presentation: Visual, Verbal, or Written

4. Skill level to any pre-requisite tools/skills

5. Other pertinent questions that may be relevant

What preference do they have for delivery of instruction?

One of the components of Learning & Language Preferences

For example, since Barangay Health Workers mainly speak and understand Bisaya, the educator must deliver instructions in Bisaya.

Information presentation: visual, verbal, or written

One of the components of Learning & Language Preferences

Is the information relayed through infographic, word of mouth, brochure, etc?

Instructional & Task Analysis

What is the component of Analysis that includes the following steps;

1. Task Analysis

2. Map Analysis

Instructional & Task Analysis

What is the component of Analysis that is concerned with the training content for the target audience?

1. Task Analysis

2. Map Analysis

What are the 2 steps of Instructional & Task Analysis?

Task Analysis

One of the steps of Instructional & Task Analysis

Concerned topics must have a clear process with a beginning and an end

Consists of a Starting Point, Procedure, and Ending Point

Map Analysis

One of the steps of Instructional & Task Analysis

Concerned topics include complex area and information is highly interrelated

Task

Defined as typically procedural with a clear starting point, process, and ending point where __ is complete

To break down overall learning goals/objectives into small steps and show as instructional format

What is the purpose of Tasks?

1. Starting Point

2. Main Procedure

3. Ending Point

3 Parts of Tasks

Starting Point

What is the part of Task Analysis that involves KSA (Knowledge, Skill, and Attitude) requisites and materials?

Main Procedure

What is the part of Task Analysis that describes and breaks down the procedure into logical steps?

For instance, in the NCM 103 Health Assessment Manual, the procedure, materials, and expected outcomes are outlined.

Ending Point

What is the part of Task Analysis that is the expected result or change?

1. Needs Assessment

2. Needs Validation

What does analysis of program/topics include?

Needs Assessment

(Part of analysis of a program/topics)

Consists of types of training needs:

1. Corporate Needs

2. Business Needs

3. Individual Needs

1. Corporate Needs

2. Business Needs

3. Individual Needs

3 Types of Training Needs

Needs Validation

(Part of analysis of a program/topics)

Trainer and person must sit down and verify the following:

1. Is training needed at all?

2. Is there a better alternative to develop a course?

3. What is the explicit need for training?

1. Is training needed at all?

2. Is there a better alternative to develop a course?

3. What is the explicit need for training?

What should be verified between the trainer and person in Needs Validation?

Defining the Training Scope

During Needs Assessment, this needs to be done

In which boundaries need to be clearly set since doing so:

• Clarifies in more detail what the training is about

• Explicitly describes what is not included

• Provides the basis for estimating the effort, like time and cost

• Additional scope means more time and cost

1. Clarifies in more detail what the training is about

2. Explicitly describes what is not included

3. Provides the basis for estimating the effort, like time and cost

4. Additional scope means more time and cost

Components of Defining the Training Scope

(1) more detail

(2) about

(Component of Defining the Training Scope)

Clarifies in (1) ___ ___ what the training is (2) ___

not included

(Component of Defining the Training Scope)

Explicitly describes what is ___ ___

(1) effort

(2) time

(3) cost

(Component of Defining the Training Scope)

Provides the basis for estimating the (1) ___, like (2) ___ and (3) ___

Additional scope

(Component of Defining the Training Scope)

___ ___ means more time and cost

1. Gives clear specification on how to design each instructional unit

2. Gives a clear objective to the course participant for each instructional unit

3. Provides a reference when evaluating the effectiveness of the instructional units

What are the purposes of determining Instructional Objectives?

clear specification

(Purpose of determining Instructional Objectives)

Gives ___ ___ on how to design each instructional unit

clear objective

(Purpose of determining Instructional Objectives)

Gives a ___ ___ to the course participant for each instructional unit

reference; effectiveness

(Purpose of determining Instructional Objectives)

Provides a ___ when evaluating the ___ of the instructional unit

1. Performance

2. Conditions

3. Criterion

What are the Components of Good Instructional Objectives?

Performance

(Component of Good Instructional Objectives)

Describes what the learner will be able to do when they have met the objective

Conditions

(Component of Good Instructional Objectives)

Describes under which ___, tools, or support available to do the task

Criterion

(Component of Good Instructional Objectives)

Determine the ___ that the learner must meet in doing this task; level of competence

SMART Goals

Specific

Measurable

Achievable

Relevant

Time Bound

What should Good Instructional Objectives be based on?

1. Topic Title

2. Target Participants

3. Main Objective

4. Specific Learning Objectives

   1. Cognitive

   2. Psychomotor

   3. Affective

What is the format for Developing Objectives?

Instructional Strategy

Component of Design that consists of the following

1. Content Sequence

2. Content Presentation

3. Learner Involvement

4. Learner Assessment

Content Sequence

Component of Instructional Startegy

• Decide an order and grouping of training content

• Examples of Ordering:

  • Process

  • Bottom-Up

  • Top Down

  • Evolution

  • Complexity

1. Process

2. Bottom-Up

3. Top Down

4. Evolution

5. Complexity

What are ways to order the Content Sequence?

Process

Way to order Content Sequence

• Natural sequence of topic

Bottom Up

Way to order Content Sequence

• For hierarchical structure, like Maslow’s

Top Down

Way to order Content Sequence

• For hierarchical structure like Bloom’s

Evolution

Way to order Content Sequence

• Start with new information

Complexity

Way to order Content Sequence

• Balance information and allow time to assimilate content as they move on

• Allow time for it to be absorbed

Content Presentation

Component of Instructional Startegy

• Consists of the following:

  • Determine for each instructional unit how it is presented (traditional, activity-based, visual)

  • Supporting Content

  • Examples

1. Determine for each instructional unit how it is presented

2. Supporting Content

3. Examples

Components of Content Presentation

Determine for each instructional unit how it is presented

Component of Content Presentation

• Whether presented through…

  • traditional strategies: lecture

  • activity-based simulation

  • visual presentations: ppt, whiteboard, video

Supporting Content

Component of Content Presentation

• Additional readings

Examples

Component of Content Presentation

• Know which unit needs examples

Learner Involvement

Component of Instructional Strategy

• Includes the following:

  • Identifying reasons why student involved is needed in training

  • Whenever activities are included, preparation is a must

  • Examples of activities like assignments visits, roleplay

Learner Assessment

Component of Instructional Strategy

• __ needed to determine if learning objective are met

• Examples:

  • Pre-Test

  • Objective Assessment

  • Subjective Assessment

  • Participation

  • Peer Review

Pre-Test

Kind of Learner Assessment

On minimum KSAs needed

Objective Assessment

Kind of Learner Assessment

Tests specific KSAs; for example, a pencil and paper test

Subjective Assessment

Kind of Learner Assessment

Self assessment; find out your self if on track with learning assignments

Participation

Kind of Learner Assessment

Participant progress; for example, a return demonstration required student participation

Peer Review

Kind of Learner Assessment

Assess by discussion and present; for example, in research report is critiqued by a panel

Development

What is the phase in which problems noted in analysis and design are corrected?

1. Design Validation

2. Materials Development

3. Materials Review

4. Course Piloting

What does Development consist of?

Design Validation

Doing a walkthrough

Materials Development

Identify course materials needed and produce each material

Materials Review

Revisit the materials

Course Piloting

Use pilot participants, identify flaws for improvement

1. Lecturing

2. Discussion

3. Questioning

4. Audio-Visual Aids

5. Interactive Lecture

What are the Traditional Teaching Strategies?

1. Cooperative Learning

2. Simulations

3. Problem-Based Learning

4. Self-Learning Module

What are the Activity-Based Teaching Strategies?

development of manipulative skills

(Component in teaching psychomotor skills)

Psychomotor skills learning focus on ___ of ___ ___ rather than intellectual capability

cognitive; affective

(Component in teaching psychomotor skills)

___ and ___ learning are still required

separate

(Component in teaching psychomotor skills)

Keep skill instruction ___ from cognitive or affective questioning

(1) practice

(2) accuracy

(3) confidence

(Component in teaching psychomotor skills)

Mastery of a skill needs (1) ___ to allow repeated performance for (2) ___ and (3) ___

1. Imitation

2. Manipulation

3. Precision

4. Articulation

5. Naturalization

Dave’s Levels of Psychomotor Learning

Imitation

(Part of Dave’s Levels of Psychomotor Learning)

Observed actions are followed

Manipulation

(Part of Dave’s Levels of Psychomotor Learning)

Use of written guide

Example: given a manual and one follows it

Precision

(Part of Dave’s Levels of Psychomotor Learning)

• Logical sequence

• Movement, coordination, and errors minimal

• Usually time needed to perform this part is variable and performer is only concerned with the step

Articulation

(Part of Dave’s Levels of Psychomotor Learning)

• Coordinated movement

• Less error

• Time and speed reasonable

• Now mindful of speed and time

Naturalization

(Part of Dave’s Levels of Psychomotor Learning)

Automatic actions with consistency, professional competence