ADDIE is an approach for creating the best instruction in an organized, efficient, and effective manner. As other Instructional System Design (ISD) models, ADDIE provides a step-by-step approach for designing the course or training but it also provides for implementing and improving that instruction. The 5 components or phases of design give ADDIE its name.
If possible interview a few prospective learners or have others perform the research for you. As you analyze the answers to the above questions think like a learner and formulate your own answer the questions. See how close your answers come to those of the prospective learners and try to understand the reason for disparities between your thinking and theirs. It is important you continue to probe based on the above questions until you can understand and empathize with the prospective learners and those that commissioned the instruction.
As you go through the above process remember that instruction is always the response to a problem. People learn to meet a need. The need might be to perform a task, react, or think in a certain way given a set of conditions. One of the main goals of the analysis is for you to understand the problem and design a way to effectively deliver an instructional solution yielding the desired learner behaviour.
Audience Analysis
While the above questions may lead to the formulation of a profile of the average learner it, should also lead to the preparation of anticipated deviations from the norm. The instructor and designer should also ask:
It is unrealistic to expect that you will be able to anticipate all possible learner variations; however, addressing the above questions will prepare you to face most learner issues. Consult your industry or government for more information as to how prepared you should be to accommodate learner variations and those with special needs.
Content Analysis
Note: if you reuse any content remember to follow copyright laws and obtain all necessary permissions.
In this step, in addition to searching for content, try to outline what you feel the content will consist of and what approach should be taken for is delivery. For example, you might identify that the instruction might be best delivered via streaming PowerPoint presentations with embedded video. On another case, you might decide that Web pages including self-assessment followed remediation and forum discussions might be the preferred choice.
The above initial content analysis will, to a great degree, emerge from the audience and the subject matter. For example, the content might be based on andragoical theory for adult learners vs. pedagogical theory for others. The content might consist of different media depending on the subject matter. It is helpful to state these things at this stage but to also keep the door open for creative approaches to teaching that might make use of alternative technology or blends.
Technical Analysis
Sample technical requirements:
Structural Analysis
Some suggested formats:
The above question should serve as a guide. Identify your own questions that address the organizational structure of the learning and the associated timeline. Do not hesitate to ask questions of prospective learners or those that commission the instruction. It is essential to gather as much information as possible at this stage.
Resource Assessment
Design:
Identify Goals
In order to formulate your course or training goals, take a look at the answers obtained during to the questions in the Analysis phase. See what the learners and those that commission the course/training stated to be the purpose for the instruction as well as the specific skills described. With that information, formulate achievable goals for the course or training.
As you try to formulate your goals keep in mind that more than one course/training might be needed to accomplish the outcomes outlined by the learners or those that commissioned the course or training. People often overestimate what can be efficiently assimilated in an instructional session, course, or training. Make sure you assess this realistically.
If you feel that the learners or those that commissioned the course overestimated what is possible, identify those things that you feel cannot be accomplished and provide alternatives, how to compensate for them, or how to accomplish them by other means.
Based on the above formulate your goals for the course or training.
Write Learning Objectives
Given the goals of the course create the terminal objective. Once those have been determined analyze the skills or knowledge gap that lies between the entry behaviors and the terminal objectives. Outline the steps necessary for a learner to acquire new skills and knowledge leading to the performance level stated in the terminal objective.
Once you have the above mentioned steps write the enabling objective. Note the objective writing tips below.
Identify Entry Behaviour
Establish Criterion Reference
Learning Objective: The learner will be able to state why it is important to have a criterion reference as part of the instruction.
All too often instructors proceed with courses that have had all efforts placed into lesson authoring but without a criterion reference. In this way, neither the instructor, the learners, or those that commissioned the course can be sure of the results. Without an appropriate measure of the results the future of the instruction might be in jeoplardy, therefore, the importance of measuring results.
Having developed the objectives one can develop the criterion reference. For each objective determine how the behavioral change can be measured.
Note that the development of a criterion reference is the same whether the course was taken online or via traditional methods. The differences are in how the accomplishment is measured online. Multiple choice questions, simulations, and online problem solving can be used depending on the subject matter and population.
Learning Objective: The learner will be able to state the reasons for performing this research and will provide a summary of the questions to be asked in this step of design.
In designing instruction you will always need resources. Whether they are online or other media it is essential to identify them in order to:
Once all of the above have been answered, create a summary of the findings. Be as neutral as possible with regard to instructional methodology as many of these resources will not be used in the course or training but to reinforce the learning. In fact, it is best if supporting resources cover a range of learning modalities.
Learning Objective: The learner will be able to state why a content inventory is necessary and what resources might be used for in the instruction.
Having performed the research of sites and resources you can start by tracking what resources might be used towards accomplishing each of the objectives. It is a good idea not just to list all resources in order not to forget anything of value, but also to create a spreadsheet that links resources to specific objectives. This way you can be efficient as you enter the authoring stage.
Remember to identify and resources according to the following:
Learning Objective: The learner will be able to state why it is important to develop an instructional strategy and what item should be taken into account.
Having developed objectives and established how to measure the acquired knowledge, it is necessary to devise an appropriate instructional strategy to maximize the learning effectiveness. This is the time to brainstorm about alternative way to attain the desired behavioral change in the learners. Among the things to consider are different instructional methodologies, techniques to reinforce and remediate, and the exploration of different motivational techniques.
As you brainstorm do create storyboards as they are instrumental in making you aware of how the course will flow and how your proposed approach and techniques will play in the course or training.
Current trend in online teaching make use of reusable learning object. Each learning object consists of an objective, instructional content (including appropriate media), assessment of the instruction, and references.
Start with the Learning Objective. Analyze the alternative ways in which the knowledge or skill being taught can be most effectively transferred to the learners. Techniques may involve the use of text, graphics, streaming video, streaming audio, PowerPoint presentations, PDF files, e-books, multiple choice questions, simulations, self-paced lessons, interaction via forums, audio-graphic exchanges, and even online chat or live cams. Any combination of technology or synchronous vs. asynchronous approaches is valid.
Learning Objects should be re-usable as this might save you future development time and money. To make Learning Objects re-usable they must be self standing and transferable (For more on Learning Objects and their re-usability see the Learning Objects section of this site).
A few tips for the development of Learning Objects:
Learning Objective: The learner will be able to state why it is important to map and flowchart the instruction.
Create a flowchart of the course as you envision it. As you build the flowchart make sure that the organization is logical as it pertains to the order of the objectives. While you are thinking of the logic also envision the navigation. Content navigation will be greatly impacted by how the course is mapped.
Do not assume that logical alignment of objectives will automatically provide you with intuitive navigation. Try to think as the learners and identify what they will want to access at any given point in the instruction, for example, what refreshers they might want to access before the next learning object.
The flowchart should include all course components: main menu, modules or headers in the course, lessons (web pages for each lesson), pretests, quizzes/tests, discussion forums, help items and any other elements used in the course or training.
Learning Objective: The learner will be able to state what the importance of lesson design is and outline the steps to perform the design.
Lesson design causes us to think over the instruction in terms of the effectiveness of lesson elements. It provides the chance for a critical assessment of the instructional approach and causes us to consider learning styles and set guidelines.
Below you will find steps to follow in lesson design. First you design a lesson template and then you focus on each lesson.
1. Create a lesson template
Start by creating a generic template for the lessons in this instruction. In the template include all those aspects that should be covered in each lesson keeping in mind that their use may be altered during lesson authoring. Keep in mind the “See, Hear, and Do teaching approach. Below see some suggested elements.
As you start developing answers to the above questions keep in mind the different learning styles. Provide diversity of learning to increase retention by appealing to different senses.
Depending on the learners you might have lessons that are based on discovery. For example, using simulation cases that the learner sees unfold. Such experiences tend to be engaging especially to adult learners. Cases can also be used as self assessment followed by a lesson.
Remember there are auditory learners, visual learners, and kinesthetic learners. These styles can be broken down further but here it suffices to say each should be addressed in each lesson. If you are not an educator by training you might think we are suggesting unnecessary repetition, however, what we are suggesting is alternatives. Teaching in one modality and reinforcing with another so all learners learn and are more likely to retain what was learned.
Incorporate these learning style issues into your lesson design. Do not assume that these things will happen otherwise or that the content author will address them. They will likely not be address unless they this is required. Most people will teach to their learning style and are unlikely to incorporate other styles.
Supplemental refresher about learning styles:
Learning Objective: The learner will be able to state why media planning is important, what mission it serves in the instruction, and what technical and instructional issues need consideration.
With appropriate planning and use media can be a significant asset to the instruction but the opposite is also true. Media can become a great hindrance to the instruction if not use appropriately.
Technical considerations:
The media in the instruction should be compatible with the minimum requirements set for the instruction. Not only the media needs to efficiently support the learners but it should be easily accommodated by the development tools of the instructor and staff.
In addition to a technical match media also needs to match acquisition requirements, development time, and budgets. Too many instructors go down one path only to realize they don’t have the resources (time and money) to fully develop the media as first intended. Web technology can be very efficient but it may also be surprisingly resource intensive to develop. Remember, educators constantly underestimate the resources needed for web development.
Instructional considerations:
Media should not be used just because we can use it. There should be an instructional reason for its use in courses or training. Media use should always support the objectives.
Learning Objective: The learner will be able to state how the test should be presented, how feedback provided, and what the structure of the test questions should be.
Many view testing as a negative process by which those that do not attain a certain level of performance are eliminated from further study or practice of a skill or profession. While such testing might be appropriate for regulatory agencies; that should not be the purpose of testing in a course or training.
Testing has a positive role in a course or training. The goal is to evaluate the learner in order to provide constructive feedback and remediation when necessary. This is an aid to learning that should focus on the course objectives and measure performance against them.
Unlike in a traditional classroom, online tests make use of quiz software (scripts or applications) that are programmed to evaluate the answers and provide feedback. Typically the tests consist of:
Design Evaluation Approach
Learning Objective: The learner will be able to state why should the instruciton have an evaluation and what the evaluation should be composed of.
t is very important to provide an opportunity for the learner to evaluate the course or training so it can be improved. Understanding learner perceptions and obtaining their feedback is essential to the continuous improvement process that all good instruction should have. In addition, remember that in traditional classes the instructor gets feedback through student expressions and general demeanor. Online this constant feedback is not present, therefore, a formal evaluation is even more important and in other kinds of instruction.
The evaluation can be made up of a number of multiple choice questions that can be processed into statistically meaningful results but it is also advisable to provide at least one open form area for the learner to state whatever he/she feels is important. This might make the instructor aware of items he/she might not have thought of.
As in the tests, there are programs (scripts) that are designed to perform evaluations efficiently. If you system does not have evaluation capabilities you can find scripts on the web.
Learning Objective: The learner will be able to state why is the Interface Design important and what are the main elements in it.
Entire books have been written about Interface Design. Here we only intend to give you a very brief overview of the tasks involved.
Learning Objective: The learner will be able to state what must be considered while authoring effective online instruction.
Based on the information obtained through the prior phases of ADDIE (Analysis and Design), you can start authoring the content.
Take each learning objective and write the lesson that teaches specifically those concepts and skills. We refer to that as teaching to the objective.
If you are co-authoring, it might be good for you to use an authoring template. That will help authors be consistent in format which in turn makes it easier for the content to be presented in a consistent style.
Authoring techniques vary widely based on the subject matter and course, as a result, we will not go into further details at this time but it is stongly suggested that you familiarize yourself with your industry's standards for instruction. In addition, perform a search for new techniques before you start authoring.
Regardless of the subject matter or the approach you take to teach it, one thing remains constant, you must teach to the objective.
Learning Objective: The learner will be able to state the important aspects of media creation as it pertains to ADDIE Development.
Based on the information obtained during the analysis and the determinations made during the design, create the variety of media content that will support the objectives of each lesson.
Media may include:
Make sure all media is optimized to match the minimum requirements as determine in the analysis and design stage. Also make sure that the subject matter experts contributing to the course or training have the facilities and tools to create the media if it doesn’t already exist.
Learning Objective: The learner will be able to state why a prototype should be developed.
While all the previous steps and phases should contribute to the effectiveness of the instruction, it is wise to test a prototype before full development. It is best to find potential problems at this stage and adjust, than it is to wait until all the development is done, or worse, until we are getting poor results.
With part of the content for the course or training develop a prototype present it to potential learners and get their reactions. Make any necessary changes and then again test with a prototype. Only after you are satisfied that the instruction will meet its goals should you proceed with then next ADDIE step.
Prototyping is a huge field as you discover with a simple web search. Here are some suggested book and articles that might be of interest to you as you address your prototyping needs.
Snyder, Carol -- Paper Prototyping: fast & Simple Techniquess for Designing and Refining the User Interface. April 2003 (paperback)
Kinzie, M. B., Cohn, W. F., Julian, M. F., & Knaus, W. A. (2002). A User-Centered Model for Web Site Design: Needs Assessment, User Interface Design, and Rapid Prototyping. Journal of the American Medical Informatics Association, 9(4), 320-330.
Learning Objective: The learner will be able to state what the purpose of the processing step is and how it is best carried out.
This step is carried out by technical staff and consists of the creation of the Web pages. Most of the time this is HTML with embedded media but it could also involve the use of Flash, for example.
In some instances instructors carry out this step, however, given the more extensive use of media and the skill required, it is most efficient to get staff proficient in development to assist with this step. An instructor not well acquainted with development for the web may take considerable time and fail to optimize the media, among other things.
Processing requires familiarity with HTML templates, cascading style sheets, Flash, and tools such as Photoshop and Dreamweaver to mention only a few.
Learning Objective: The learner will be able to state why quality assurance is necessary and who should perform it.
Those developing the instruction have been working closely with it making it possible for them overlook problems. Quality Assurnace (QA) staff will be new to the content being able to spot problems and inconsistencies as well as deviations from style. In addition, the quality assurance staff is trained to “torture” the software to the limits of the stated requirements for taking part in the instruction.
Quality assurance staff is also trained to think like end users and try all kinds of possible controls. They might test running the instruction with keyboard keys only vs. mouse controls. They might click on intuitive and non-intuitive buttons or links to anticipate what would happen if a learner strays.
The feedback from quality assurance needs to be taken seriously and as many of their suggestions as possible should be incorporated. If some suggestions are not possible due to technical limitation, costs, or because the feature is not deemed helpful, document this under the “help” option so that users can find why the interface might have such limitations. For non-web instrucitons (CD ROM for example), if the issues are with the launching of an application it is standard practice to include the information in the “Readme” text file that may be accessed prior to launching or installing an applicaiton.
Learning Objective: The learner will be able to identify the four option for promoting a course or training on the Internet.
The nature of the promotion will depend on whether you are trying to get students from the Internet or whether you are targeting a certain population such as employees in your company. Obviously, attempting to get learners to enroll from the Internet will have a more substantial promotion effort than in situations where the HR Department is getting the learners for you.
Regardless of what the situation might be, don't think that you can adequately promote the course or training without expert help. There is a lot more to Internet promotions than meets the eye. Even if you assume you can do it all, an expert will save you time and potentially many costly errors.
Below are some option for promotion, however, this is a significant topic worthy of a course by itself.
Learning Objective: The learner will be able to name the kind of system that may be used for distribution of the course.
If you are making use of a Learning Management System (LMS) it will provide tools to enroll, manage and track learners. If you don’t have an LMS, address this issue with you technical staff so you can plan on how to distribute or provide access to your course or training.
This step is listed here but only addressd briefly as it get highly technical. The advice is to seek the help of someone that has experience in providing access to online courseware.
Be aware that an LMS might or might not be necessary to achieve your instrucitonal goals. The need for an LMS is based on how much learner data you want acquire of your learner's activities and how much control you want of the curriculum. For more information see the LMS & LCMS part of this site.
Learning Objective: The learner will be able to state the importance of good reporting and what kind of reports he/she would need.
Reports are important because they provide the instructor with feedback to adapt the teaching or improve the learning. Try to list all reports you would like to have in order to run your instruction efficiently. Then see how close the LMS or other information technology installations you have can come to providing it.
Reports and tracking are part of what an LMS provides. At times you might need reports that are not currently available in the LMS but most LMS can be modified to provide other reports.
If you are not using an LMS or LCMS, then you might need to outline what you need and see if your webmaster can provide it. Typically the webmaster can provide traffic numbers to a page or set of pages. They can rarely do much more than that but capabilities might vary from location to location.
Learning Objective: The learner will be able to state why maintenance planning important.
Once the instruction is launched we want it to perform impeccably in support of the learners. Web technology, as any technology, needs support. All links must function, servers must perform appropriately and timely, Internet access needs to be reliable, etc. Plan appropriately so in the event of a failure the system can be restored or a back up put in its place.
Be aware that not all technical support is the same. The difference between and excellent technical support service and a mediocre one is not that the latter cannot correct the problem. The difference is the timeliness of that correction. Downtime can truly hurt your instruction. Look for good support; it is not expensive these days to find Internet Service Providers that guarantee 99% up time. If your institution is performing its own support ask about the response time as well as the frequency of back ups.
Learning Objective: The learner will be able to state why it is important to carry out the evaluation
Evaluation is important to insure that we are meeting our objective and to improve future offerings of the instruction. ADDIE builds in evaluation as a very important component, as do other approaches of online and traditional instructional design. Without appropriate evaluation it is almost impossible to provide the improvement essential for your success.
Learning Objective: The learner will be able to state what are the four levels of the Kirkpatrick Model for Summative Evaluation.
Analysis:
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Identify needs and constraints
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Design:
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Define learning activities, assessment and media
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Development:
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Produce, perform formative evaluation, and revise
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Implementation:
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Deliver the instruction
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Evaluation:
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Evaluate results
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Below is a listing of the ADDIE phases and recommended steps. Remember that ADDIE was designed to efficiently produce quality instruction. It is not supposed to be rigid so you may vary the emphasis of the steps presented.
Note: You may navigate this 30 page ADDIE section of the site with the "Next" arrow or by returning to this menu page by clicking on the double arrow (See navigation instructions at the bottom of this page).
ADDIE phases and steps:
Note: You may navigate this 30 page ADDIE section of the site with the "Next" arrow or by returning to this menu page by clicking on the double arrow (See navigation instructions at the bottom of this page).
ADDIE phases and steps:
- Analysis:
1. Needs Assessment
2. Audience analysis
3. Content Analysis
4. Technical Analysis (course delivery and authoring tools)
5. Structural Analysis (organization and course duration)
6. Resource Assessment
7. Identify goals
8. Write learning objectives
9. Identify entry behaviours
10. Establish criterion reference
11. Research existing sites and resources
12. Perform a content inventory
13. Devise an instructional strategy
14. Create Maps and Flowcharts
15. Design lessons and Materials
16. Plan media utilization
17. Design testing
18. Design evaluation approach
19. Design the Interface
20. Authoring
21. Media creation / integration / production
22. Prototyping
23. Processing
24. Quality Assurance
25. Promotion
26. Distribution
27. Reporting
28. Maintenance
- Evaluation:
29. Perform evaluation
§ Kirkpatrick Model: Summative evaluation
Analysis:Needs Assessment
Learning Objective: The learner will be able to state what is the purpose of ADDIE’s Needs Assessment and what questions should be answered as part of it.
The main purpose of the Needs Assessment is to identify what problem is triggering the desire for learning or training. Identifying such problem is essential to establish the goals and objectives.
The questions below help draw the core elements needed in this ADDIE step.
The main purpose of the Needs Assessment is to identify what problem is triggering the desire for learning or training. Identifying such problem is essential to establish the goals and objectives.
The questions below help draw the core elements needed in this ADDIE step.
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If possible interview a few prospective learners or have others perform the research for you. As you analyze the answers to the above questions think like a learner and formulate your own answer the questions. See how close your answers come to those of the prospective learners and try to understand the reason for disparities between your thinking and theirs. It is important you continue to probe based on the above questions until you can understand and empathize with the prospective learners and those that commissioned the instruction.
As you go through the above process remember that instruction is always the response to a problem. People learn to meet a need. The need might be to perform a task, react, or think in a certain way given a set of conditions. One of the main goals of the analysis is for you to understand the problem and design a way to effectively deliver an instructional solution yielding the desired learner behaviour.
Audience Analysis
Learning Objective: The learner will be able to state what is the purpose of ADDIE’s Audience Analysis and what questions should be answered as part of it.
The information obtained in the audience analysis helps us tailor the instruction to specific types learners. It also helps the instructor understand at what level to begin the course, and how to best deliver the course to effectively produce the needed outcomes.
Some of the questions that need to be answered as part of the ADDIE audience analysis are:
The information obtained in the audience analysis helps us tailor the instruction to specific types learners. It also helps the instructor understand at what level to begin the course, and how to best deliver the course to effectively produce the needed outcomes.
Some of the questions that need to be answered as part of the ADDIE audience analysis are:
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While the above questions may lead to the formulation of a profile of the average learner it, should also lead to the preparation of anticipated deviations from the norm. The instructor and designer should also ask:
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It is unrealistic to expect that you will be able to anticipate all possible learner variations; however, addressing the above questions will prepare you to face most learner issues. Consult your industry or government for more information as to how prepared you should be to accommodate learner variations and those with special needs.
Content Analysis
Learning Objective: The learner will be able to state why it is important to search for content addressing the same objectives as the instruction being considered and what to do if any is found.
It is important during ADDIE’s Analysis to identify whether any content exists that can be used whole, in part, or with modifications. While it used to be hard to find content that could be re-used this is no longer the case. Two factors made content more available:
It is important during ADDIE’s Analysis to identify whether any content exists that can be used whole, in part, or with modifications. While it used to be hard to find content that could be re-used this is no longer the case. Two factors made content more available:
i. The large amount of new online content currently being developed.
ii. The use of Shareable Content Objects (SCO) that make content reusable.
If in the search you find content, courses or training that may be reused, see if it uses SCOs and if those are IMS* or SCORM** compliant. If the found SCOs are compliant and so is your system (most new Learning Management Systems are), this could result in significant time savings to you.
If you do find content that you think can be reused or repurposed, see if the content’s Learning Objectives align with your Needs Analysis. In some cases, you might be able to just plug in a SCO into your course or training. In others, you might want to modify it to further focus on your needs, to make it fit certain media requirements, or the format your course. Keep an open mind and if you cannot use the content as part of the course, see if you can use it as a references or supplemental source for the learners.
If you do find content that you think can be reused or repurposed, see if the content’s Learning Objectives align with your Needs Analysis. In some cases, you might be able to just plug in a SCO into your course or training. In others, you might want to modify it to further focus on your needs, to make it fit certain media requirements, or the format your course. Keep an open mind and if you cannot use the content as part of the course, see if you can use it as a references or supplemental source for the learners.
You should search for existing content because:
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Note: if you reuse any content remember to follow copyright laws and obtain all necessary permissions.
In this step, in addition to searching for content, try to outline what you feel the content will consist of and what approach should be taken for is delivery. For example, you might identify that the instruction might be best delivered via streaming PowerPoint presentations with embedded video. On another case, you might decide that Web pages including self-assessment followed remediation and forum discussions might be the preferred choice.
The above initial content analysis will, to a great degree, emerge from the audience and the subject matter. For example, the content might be based on andragoical theory for adult learners vs. pedagogical theory for others. The content might consist of different media depending on the subject matter. It is helpful to state these things at this stage but to also keep the door open for creative approaches to teaching that might make use of alternative technology or blends.
Technical Analysis
Learning Objective: The learner will be able to state what technical issues are important for the courses or training and why.
How things are taught greatly depends on the technology available. In some cases technology might determine whether some skills can be taught online at all. If instructors design content unaware of the technical constraints what they design might not be usable. For these reasons it is very important to define upfront what the minimum requirements will be to participate in the course or training.
Remember to be realistic about the requirements. If you are overly restrictive only those with state-of-the-art technology might be able to join the course limiting the pool of participants. If you understate the required technology you might run into a problem once the instruction starts. In this last case, a large number of learners might drop out or have a negative experience defeating your efforts.
Establish the following before you begin designing the instruction
How things are taught greatly depends on the technology available. In some cases technology might determine whether some skills can be taught online at all. If instructors design content unaware of the technical constraints what they design might not be usable. For these reasons it is very important to define upfront what the minimum requirements will be to participate in the course or training.
Remember to be realistic about the requirements. If you are overly restrictive only those with state-of-the-art technology might be able to join the course limiting the pool of participants. If you understate the required technology you might run into a problem once the instruction starts. In this last case, a large number of learners might drop out or have a negative experience defeating your efforts.
Establish the following before you begin designing the instruction
1. Establish minimum requirements including processors, memory, hard drive space, hardware (CD ROMs, DVD capability, speakers, microphones, etc.), software (browsers, word processors, FTP, plug ins, video viewers, etc.), and bandwidth for the learner and the instructor
2. Establish what tools will be needed to develop the course including all software and hardware
3. Establish what server capabilities and systems (LMS) will be needed to deliver and manage the course
4. State what the learner requirements will be for video, audio, plug-ins and other media
5. State what the instructor and developer requirements will be for the above media and what tools they will use to create or develop that media
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Sample technical requirements:
A. Development software:
· Dreamweaver 3.0; Fireworks 3.0; Flash 5.0
B. Client computer:
· Browser based (IE 6.0; Netscape 6.0)
· Flash plugin
· Quicktime
C. Screen:
· 600 x 800
D. Graphics:
· JPG and GIF
· 72dpi
E. Audio:
· Wav and MP3
Structural Analysis
Learning Objective: The learner will be able to state what type of questions should be asked in order to guide the design as it pertains to organization.
Based on the information gathered in the prior steps, it is now necessary to focus the structure of the instruction.
Some of the questions that should be answered are:
Based on the information gathered in the prior steps, it is now necessary to focus the structure of the instruction.
Some of the questions that should be answered are:
A. What should the structure of the course be?
Some suggested formats:
a. A one sitting single training experience
b. Longer but fewer sessions
c. Shorter more numberous sessions
d. An online only solution
e. A blended solution
B. What is the appropriate duration for the course in light of the constraints, needs, and expectations?
· When do the learners need to knowledge or skills by?
What is the appropriate time distribution in the course or training?
· Time for instruction, assimilation and retention
· Time for practical skill development (hands-on, simulations, games)
· Time for test preparation (certifications and other required tests)
The above question should serve as a guide. Identify your own questions that address the organizational structure of the learning and the associated timeline. Do not hesitate to ask questions of prospective learners or those that commission the instruction. It is essential to gather as much information as possible at this stage.
Resource Assessment
Learning Objective: The learner will be able to state why an assessment of resources is necessary.
The assessment of resources does not consist of an exhaustive search or determination of exactly what will be used in the instruction. It is merely a preliminary search to find whether there are materials (online, print, video, computer based or other) that can be used. Often this research can be carried out over the Internet and by searching libraries.
If no resources are found, one can assume the instruction will be difficult to assemble and more costly than in cases where resources are plentiful and easily available. One reason why this is true is that if there are resources available the designer and instructor can draw from the experience of those that preceded them and concentrate on correcting some of the shortcomings in order to create better instruction.
If no previous instruction or other resources have been created, significant time and energy will go into first-time discovery with the potential of incurring into mistakes. The lack of resources might also mean the instructor cannot rely on existing books and materials having to design them him/herself. Fortunately, most of the time there are plenty of resources online or in traditional form.
The assessment of resources does not consist of an exhaustive search or determination of exactly what will be used in the instruction. It is merely a preliminary search to find whether there are materials (online, print, video, computer based or other) that can be used. Often this research can be carried out over the Internet and by searching libraries.
If no resources are found, one can assume the instruction will be difficult to assemble and more costly than in cases where resources are plentiful and easily available. One reason why this is true is that if there are resources available the designer and instructor can draw from the experience of those that preceded them and concentrate on correcting some of the shortcomings in order to create better instruction.
If no previous instruction or other resources have been created, significant time and energy will go into first-time discovery with the potential of incurring into mistakes. The lack of resources might also mean the instructor cannot rely on existing books and materials having to design them him/herself. Fortunately, most of the time there are plenty of resources online or in traditional form.
Design:
Identify Goals
Learning Objective: The learner will be able to state why educational goals should be identified and how to identify them.
Goals assist in the creation of objectives and tell instructors what learners need to know, understand, or apply.
Goals assist in the creation of objectives and tell instructors what learners need to know, understand, or apply.
In addition to what stated above, well stated goals assist us in:
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In order to formulate your course or training goals, take a look at the answers obtained during to the questions in the Analysis phase. See what the learners and those that commission the course/training stated to be the purpose for the instruction as well as the specific skills described. With that information, formulate achievable goals for the course or training.
As you try to formulate your goals keep in mind that more than one course/training might be needed to accomplish the outcomes outlined by the learners or those that commissioned the course or training. People often overestimate what can be efficiently assimilated in an instructional session, course, or training. Make sure you assess this realistically.
If you feel that the learners or those that commissioned the course overestimated what is possible, identify those things that you feel cannot be accomplished and provide alternatives, how to compensate for them, or how to accomplish them by other means.
Based on the above formulate your goals for the course or training.
Write Learning Objectives
Learning Objective: The learner will be able to state what the different kinds of learning objectives are, what the purpose of each is, and how to formulate them.
There are several kinds of learning objectives. Here we concentrate on Terminal and Enabling objective.
Terminal objectives describe the learner’s expected level of performance by the end of the course/training and describe results and not processes. Terminal objectives will assist in focusing efforts and to develop enabling objectives. If a course or training is offered in a traditional form and online, both forms should have the same terminal objectives as they both have the same desired outcomes.
Enabling Objectives define the skills, knowledge, or behaviors students must reach in order to successfully complete terminal objectives. Enabling objectives help us track student competency thanks to three components that include performance, condition, and standards.
There are several kinds of learning objectives. Here we concentrate on Terminal and Enabling objective.
Terminal objectives describe the learner’s expected level of performance by the end of the course/training and describe results and not processes. Terminal objectives will assist in focusing efforts and to develop enabling objectives. If a course or training is offered in a traditional form and online, both forms should have the same terminal objectives as they both have the same desired outcomes.
Enabling Objectives define the skills, knowledge, or behaviors students must reach in order to successfully complete terminal objectives. Enabling objectives help us track student competency thanks to three components that include performance, condition, and standards.
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Given the goals of the course create the terminal objective. Once those have been determined analyze the skills or knowledge gap that lies between the entry behaviors and the terminal objectives. Outline the steps necessary for a learner to acquire new skills and knowledge leading to the performance level stated in the terminal objective.
Once you have the above mentioned steps write the enabling objective. Note the objective writing tips below.
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Identify Entry Behaviour
Learning Objective: The learner will be able to state what should be considered in order to determine the instruction's entry behaviours.
It is crucial to assess entry behaviors and to set appropriate pre-requisites. Failing to adequately assess entry behaviors and prior knowledge may be detrimental to learners and cause you to fail to achieve the goals and objectives set for the instruction.
To assist you in determining the entry behaviors refer to the information you obtained in the Audience Analysis stage then consider what needs to be learned in the course.
Equally important is to insure diversity of background as it may be a great asset to the instruction by contributing a breath of opinions and fostering critical thinking and creative problem solving. Strive for balance, do not try to over regulate through entry requirements but do not admit those that cannot succeed.
You are designing an online course for which computer literacy will be essential. Assess the potential learners’ command of technology and determine what minimum standards should be given the medium used.
It is crucial to assess entry behaviors and to set appropriate pre-requisites. Failing to adequately assess entry behaviors and prior knowledge may be detrimental to learners and cause you to fail to achieve the goals and objectives set for the instruction.
To assist you in determining the entry behaviors refer to the information you obtained in the Audience Analysis stage then consider what needs to be learned in the course.
Equally important is to insure diversity of background as it may be a great asset to the instruction by contributing a breath of opinions and fostering critical thinking and creative problem solving. Strive for balance, do not try to over regulate through entry requirements but do not admit those that cannot succeed.
You are designing an online course for which computer literacy will be essential. Assess the potential learners’ command of technology and determine what minimum standards should be given the medium used.
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Establish Criterion Reference
Learning Objective: The learner will be able to state why it is important to have a criterion reference as part of the instruction.
All too often instructors proceed with courses that have had all efforts placed into lesson authoring but without a criterion reference. In this way, neither the instructor, the learners, or those that commissioned the course can be sure of the results. Without an appropriate measure of the results the future of the instruction might be in jeoplardy, therefore, the importance of measuring results.
Having developed the objectives one can develop the criterion reference. For each objective determine how the behavioral change can be measured.
Note that the development of a criterion reference is the same whether the course was taken online or via traditional methods. The differences are in how the accomplishment is measured online. Multiple choice questions, simulations, and online problem solving can be used depending on the subject matter and population.
1. For each objective determine how the behavior change will be measured
2. Online and traditional criterion reference should show equivalent behavioral change
3. Cases and simulations may be more realistic tools to measure behavoral change
While criterion reference is always important, it is vital in online learning. How the learners perform in these assessments will be vital to adapting and improving your instruction.
Research Sites & Resources
Learning Objective: The learner will be able to state the reasons for performing this research and will provide a summary of the questions to be asked in this step of design.
In designing instruction you will always need resources. Whether they are online or other media it is essential to identify them in order to:
a. Draw from other’s experiences
b. Find material to support or supplement the instruction
c. Find resources to support the learner
d. Reduce costs
The following questions may help focus your evaluation of the resources available:
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Once all of the above have been answered, create a summary of the findings. Be as neutral as possible with regard to instructional methodology as many of these resources will not be used in the course or training but to reinforce the learning. In fact, it is best if supporting resources cover a range of learning modalities.
Perform a Content Inventory
Learning Objective: The learner will be able to state why a content inventory is necessary and what resources might be used for in the instruction.
Having performed the research of sites and resources you can start by tracking what resources might be used towards accomplishing each of the objectives. It is a good idea not just to list all resources in order not to forget anything of value, but also to create a spreadsheet that links resources to specific objectives. This way you can be efficient as you enter the authoring stage.
Remember to identify and resources according to the following:
a. Resources that can be used as they are as part of the course (typically, learning objects from existing courses)
b. Resources that can be used as guides or to draw experience from (for example, old courses or non-standard compliant courses)
c. Resources that can be used to supplement the course (for example, books, journal articles, and computer applications)
d. Supporting materials you might want to references but not use or assign as part of the course.
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Devise an Instructional Strategy
Learning Objective: The learner will be able to state why it is important to develop an instructional strategy and what item should be taken into account.
Having developed objectives and established how to measure the acquired knowledge, it is necessary to devise an appropriate instructional strategy to maximize the learning effectiveness. This is the time to brainstorm about alternative way to attain the desired behavioral change in the learners. Among the things to consider are different instructional methodologies, techniques to reinforce and remediate, and the exploration of different motivational techniques.
As you brainstorm do create storyboards as they are instrumental in making you aware of how the course will flow and how your proposed approach and techniques will play in the course or training.
Current trend in online teaching make use of reusable learning object. Each learning object consists of an objective, instructional content (including appropriate media), assessment of the instruction, and references.
The instructional segment of every object should take into account:
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Start with the Learning Objective. Analyze the alternative ways in which the knowledge or skill being taught can be most effectively transferred to the learners. Techniques may involve the use of text, graphics, streaming video, streaming audio, PowerPoint presentations, PDF files, e-books, multiple choice questions, simulations, self-paced lessons, interaction via forums, audio-graphic exchanges, and even online chat or live cams. Any combination of technology or synchronous vs. asynchronous approaches is valid.
Learning Objects should be re-usable as this might save you future development time and money. To make Learning Objects re-usable they must be self standing and transferable (For more on Learning Objects and their re-usability see the Learning Objects section of this site).
A few tips for the development of Learning Objects:
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Create Maps & Flowcharts
Learning Objective: The learner will be able to state why it is important to map and flowchart the instruction.
Create a flowchart of the course as you envision it. As you build the flowchart make sure that the organization is logical as it pertains to the order of the objectives. While you are thinking of the logic also envision the navigation. Content navigation will be greatly impacted by how the course is mapped.
Do not assume that logical alignment of objectives will automatically provide you with intuitive navigation. Try to think as the learners and identify what they will want to access at any given point in the instruction, for example, what refreshers they might want to access before the next learning object.
The flowchart should include all course components: main menu, modules or headers in the course, lessons (web pages for each lesson), pretests, quizzes/tests, discussion forums, help items and any other elements used in the course or training.
Design Lessons & Materials
Learning Objective: The learner will be able to state what the importance of lesson design is and outline the steps to perform the design.
Lesson design causes us to think over the instruction in terms of the effectiveness of lesson elements. It provides the chance for a critical assessment of the instructional approach and causes us to consider learning styles and set guidelines.
Below you will find steps to follow in lesson design. First you design a lesson template and then you focus on each lesson.
1. Create a lesson template
Start by creating a generic template for the lessons in this instruction. In the template include all those aspects that should be covered in each lesson keeping in mind that their use may be altered during lesson authoring. Keep in mind the “See, Hear, and Do teaching approach. Below see some suggested elements.
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Based on Dr. Madeline Hunter's research
2. Plan each lesson
Once you have a generic template begin planning each lesson. With the objectives of this lesson in mind think through the items in the table above and how they can be accomplished.
Make notes as to what activity or media you suggest be used and brief comments as to why. Ask yourself:
2. Plan each lesson
Once you have a generic template begin planning each lesson. With the objectives of this lesson in mind think through the items in the table above and how they can be accomplished.
Make notes as to what activity or media you suggest be used and brief comments as to why. Ask yourself:
1. What can be used in this lesson as an anticipatory set?
2. How can the content of this lesson be delivered effectively?
3. What media can be used for different learning styles?
4. What specific models apply to this skill set?
5. What hand-on opportunities can be provided online for this lesson?
6. What practice or appropriate simulation can be provided for this lesson?
As you start developing answers to the above questions keep in mind the different learning styles. Provide diversity of learning to increase retention by appealing to different senses.
Depending on the learners you might have lessons that are based on discovery. For example, using simulation cases that the learner sees unfold. Such experiences tend to be engaging especially to adult learners. Cases can also be used as self assessment followed by a lesson.
Remember there are auditory learners, visual learners, and kinesthetic learners. These styles can be broken down further but here it suffices to say each should be addressed in each lesson. If you are not an educator by training you might think we are suggesting unnecessary repetition, however, what we are suggesting is alternatives. Teaching in one modality and reinforcing with another so all learners learn and are more likely to retain what was learned.
Incorporate these learning style issues into your lesson design. Do not assume that these things will happen otherwise or that the content author will address them. They will likely not be address unless they this is required. Most people will teach to their learning style and are unlikely to incorporate other styles.
Supplemental refresher about learning styles:
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Plan Media Utilization
Learning Objective: The learner will be able to state why media planning is important, what mission it serves in the instruction, and what technical and instructional issues need consideration.
With appropriate planning and use media can be a significant asset to the instruction but the opposite is also true. Media can become a great hindrance to the instruction if not use appropriately.
Technical considerations:
The media in the instruction should be compatible with the minimum requirements set for the instruction. Not only the media needs to efficiently support the learners but it should be easily accommodated by the development tools of the instructor and staff.
In addition to a technical match media also needs to match acquisition requirements, development time, and budgets. Too many instructors go down one path only to realize they don’t have the resources (time and money) to fully develop the media as first intended. Web technology can be very efficient but it may also be surprisingly resource intensive to develop. Remember, educators constantly underestimate the resources needed for web development.
Instructional considerations:
Media should not be used just because we can use it. There should be an instructional reason for its use in courses or training. Media use should always support the objectives.
Plan the use of media and in each instance note its mission:
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Design Tests
Learning Objective: The learner will be able to state how the test should be presented, how feedback provided, and what the structure of the test questions should be.
Many view testing as a negative process by which those that do not attain a certain level of performance are eliminated from further study or practice of a skill or profession. While such testing might be appropriate for regulatory agencies; that should not be the purpose of testing in a course or training.
Testing has a positive role in a course or training. The goal is to evaluate the learner in order to provide constructive feedback and remediation when necessary. This is an aid to learning that should focus on the course objectives and measure performance against them.
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Unlike in a traditional classroom, online tests make use of quiz software (scripts or applications) that are programmed to evaluate the answers and provide feedback. Typically the tests consist of:
- Test question
- Possible answer choices (multiple choice)
- Correct answer and reinforcement/feedback
- Wrong answer and remediation/feedback
Test questions should be clear, confusing questions should be left out. Full multiple choice questions are preferred over “true or false” or “all of the above” or “none of the above” type.
Most LMS have a testing tool. If you are not using an LMS do inquire about what testing tool you will be using in your course. There are a large number of scripts that may be used for this purpose and these can be found through a simple web search if need be.
Most LMS have a testing tool. If you are not using an LMS do inquire about what testing tool you will be using in your course. There are a large number of scripts that may be used for this purpose and these can be found through a simple web search if need be.
Design Evaluation Approach
Learning Objective: The learner will be able to state why should the instruciton have an evaluation and what the evaluation should be composed of.
t is very important to provide an opportunity for the learner to evaluate the course or training so it can be improved. Understanding learner perceptions and obtaining their feedback is essential to the continuous improvement process that all good instruction should have. In addition, remember that in traditional classes the instructor gets feedback through student expressions and general demeanor. Online this constant feedback is not present, therefore, a formal evaluation is even more important and in other kinds of instruction.
The evaluation can be made up of a number of multiple choice questions that can be processed into statistically meaningful results but it is also advisable to provide at least one open form area for the learner to state whatever he/she feels is important. This might make the instructor aware of items he/she might not have thought of.
As in the tests, there are programs (scripts) that are designed to perform evaluations efficiently. If you system does not have evaluation capabilities you can find scripts on the web.
For the Evaluation:
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Design the Interface
Learning Objective: The learner will be able to state why is the Interface Design important and what are the main elements in it.
1. Interface
The interface is a very important part of the instruction. Interfaces can without words convey messages to learners. As such, they can have motivational or de-motivational effects. An appealing interface can draw the learner to be engaged in the course while a confusing or non-appealing interface can have the opposite effect.
There are several parts to and interface:
The interface is a very important part of the instruction. Interfaces can without words convey messages to learners. As such, they can have motivational or de-motivational effects. An appealing interface can draw the learner to be engaged in the course while a confusing or non-appealing interface can have the opposite effect.
There are several parts to and interface:
· The orientation: lets the learner know where in the instruction he/she is at. This can be done by tabs, color schemes, and bread crumbs among other things.
· Navigation: allows the movement in and out of sections of the instruction. Navigation should be efficient as well as intuitive and is accoplished by the use of menus, buttons, and links of different kinds.
· A theme or metaphor: This is what the environment for the instruction is trying to resemble. In instruction the metaphor is often the classroom or training center. In such case the interface might have elements that mimic a classroom. The metaphor is supported by the look and feel provided by style and graphics. The metaphor helps the learner get into an appropriate state of mind. Test your metaphor before you fully implement it and don’t choose “way out things”, choose things your learners can relate to.
2. Layout
The layout is related to the Interface design but it is not the same as the interface. Within a certain look and feel we can have a number of different layouts. Test moving buttons, links and other elements of the design around and see if they make any difference. In some advanced systems the learner can alter the layout as you do in many portals on the web. This might help the learner feel in control but it reduces predictability and adds extra complexity depending on your system.
Test your layout to make sure it is as friendly as you anticipate. Often those too close to the instruction miss obvious features.
The layout is related to the Interface design but it is not the same as the interface. Within a certain look and feel we can have a number of different layouts. Test moving buttons, links and other elements of the design around and see if they make any difference. In some advanced systems the learner can alter the layout as you do in many portals on the web. This might help the learner feel in control but it reduces predictability and adds extra complexity depending on your system.
Test your layout to make sure it is as friendly as you anticipate. Often those too close to the instruction miss obvious features.
3. Usability testing
As you might have noticed above, you were encouraged to do user testing to verify the design and layout. This is called “usability”. It is best to do usability testing with those who have not seen or are not familiar with your instruction. A fresh pair of eyes uncovers a lot more and is less biased. Don’t take the advice of the first tester; instead, use a number of them to make address those things that are consistently identified as problematic.
Remember that at this stage you are only dealing with ideas. You don't have a developed site to test. What you are using at this stage are mock-ups of the site. Screen shots that are mere images without functionality. Yet, this is some of the most valuable testing because you have maximum flexibility to change things. You also have not invested in the development and therefore you will not feel that a change will mean a waste of a lot of money, time, and effort.
As you might have noticed above, you were encouraged to do user testing to verify the design and layout. This is called “usability”. It is best to do usability testing with those who have not seen or are not familiar with your instruction. A fresh pair of eyes uncovers a lot more and is less biased. Don’t take the advice of the first tester; instead, use a number of them to make address those things that are consistently identified as problematic.
Remember that at this stage you are only dealing with ideas. You don't have a developed site to test. What you are using at this stage are mock-ups of the site. Screen shots that are mere images without functionality. Yet, this is some of the most valuable testing because you have maximum flexibility to change things. You also have not invested in the development and therefore you will not feel that a change will mean a waste of a lot of money, time, and effort.
4. Template design
Once you have incorporated the results from the usability testing you are ready to create a template that will apply to all pages in your instruction. Having templates is not required but if you have them they will make development of subsequent pages easier and more consistent.
Use flowchart, layout and design to help you create a template. This will insure you have the right template for the right part of your site.
Once you have incorporated the results from the usability testing you are ready to create a template that will apply to all pages in your instruction. Having templates is not required but if you have them they will make development of subsequent pages easier and more consistent.
Use flowchart, layout and design to help you create a template. This will insure you have the right template for the right part of your site.
Entire books have been written about Interface Design. Here we only intend to give you a very brief overview of the tasks involved.
Development:
Authoring
Authoring
Learning Objective: The learner will be able to state what must be considered while authoring effective online instruction.
Based on the information obtained through the prior phases of ADDIE (Analysis and Design), you can start authoring the content.
Take each learning objective and write the lesson that teaches specifically those concepts and skills. We refer to that as teaching to the objective.
Advise for authors:
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If you are co-authoring, it might be good for you to use an authoring template. That will help authors be consistent in format which in turn makes it easier for the content to be presented in a consistent style.
Authoring techniques vary widely based on the subject matter and course, as a result, we will not go into further details at this time but it is stongly suggested that you familiarize yourself with your industry's standards for instruction. In addition, perform a search for new techniques before you start authoring.
Regardless of the subject matter or the approach you take to teach it, one thing remains constant, you must teach to the objective.
Media Creation
Learning Objective: The learner will be able to state the important aspects of media creation as it pertains to ADDIE Development.
Based on the information obtained during the analysis and the determinations made during the design, create the variety of media content that will support the objectives of each lesson.
Media may include:
- Text
- Images / graphics (still or animated)
- Video streaming
- Audio (steaming or downloadable files)
- Databases
- Games or simulations
- e-books
- Others (this is not an exhaustive list)
Make sure all media is optimized to match the minimum requirements as determine in the analysis and design stage. Also make sure that the subject matter experts contributing to the course or training have the facilities and tools to create the media if it doesn’t already exist.
Prototyping
Learning Objective: The learner will be able to state why a prototype should be developed.
While all the previous steps and phases should contribute to the effectiveness of the instruction, it is wise to test a prototype before full development. It is best to find potential problems at this stage and adjust, than it is to wait until all the development is done, or worse, until we are getting poor results.
With part of the content for the course or training develop a prototype present it to potential learners and get their reactions. Make any necessary changes and then again test with a prototype. Only after you are satisfied that the instruction will meet its goals should you proceed with then next ADDIE step.
Prototyping is a huge field as you discover with a simple web search. Here are some suggested book and articles that might be of interest to you as you address your prototyping needs.
Snyder, Carol -- Paper Prototyping: fast & Simple Techniquess for Designing and Refining the User Interface. April 2003 (paperback)
Kinzie, M. B., Cohn, W. F., Julian, M. F., & Knaus, W. A. (2002). A User-Centered Model for Web Site Design: Needs Assessment, User Interface Design, and Rapid Prototyping. Journal of the American Medical Informatics Association, 9(4), 320-330.
Processing
Learning Objective: The learner will be able to state what the purpose of the processing step is and how it is best carried out.
This step is carried out by technical staff and consists of the creation of the Web pages. Most of the time this is HTML with embedded media but it could also involve the use of Flash, for example.
In some instances instructors carry out this step, however, given the more extensive use of media and the skill required, it is most efficient to get staff proficient in development to assist with this step. An instructor not well acquainted with development for the web may take considerable time and fail to optimize the media, among other things.
Processing requires familiarity with HTML templates, cascading style sheets, Flash, and tools such as Photoshop and Dreamweaver to mention only a few.
Quality Assurance
Learning Objective: The learner will be able to state why quality assurance is necessary and who should perform it.
Those developing the instruction have been working closely with it making it possible for them overlook problems. Quality Assurnace (QA) staff will be new to the content being able to spot problems and inconsistencies as well as deviations from style. In addition, the quality assurance staff is trained to “torture” the software to the limits of the stated requirements for taking part in the instruction.
QA staff will:
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Quality assurance staff is also trained to think like end users and try all kinds of possible controls. They might test running the instruction with keyboard keys only vs. mouse controls. They might click on intuitive and non-intuitive buttons or links to anticipate what would happen if a learner strays.
The feedback from quality assurance needs to be taken seriously and as many of their suggestions as possible should be incorporated. If some suggestions are not possible due to technical limitation, costs, or because the feature is not deemed helpful, document this under the “help” option so that users can find why the interface might have such limitations. For non-web instrucitons (CD ROM for example), if the issues are with the launching of an application it is standard practice to include the information in the “Readme” text file that may be accessed prior to launching or installing an applicaiton.
If QA suggestions cannot be implemented:
1. Document them in the HELP file
2. For non-web applications, document install issues in the README file
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Implementation:
Promotion
Promotion
Learning Objective: The learner will be able to identify the four option for promoting a course or training on the Internet.
The nature of the promotion will depend on whether you are trying to get students from the Internet or whether you are targeting a certain population such as employees in your company. Obviously, attempting to get learners to enroll from the Internet will have a more substantial promotion effort than in situations where the HR Department is getting the learners for you.
Regardless of what the situation might be, don't think that you can adequately promote the course or training without expert help. There is a lot more to Internet promotions than meets the eye. Even if you assume you can do it all, an expert will save you time and potentially many costly errors.
Below are some option for promotion, however, this is a significant topic worthy of a course by itself.
- Submit to search engines (least expensive)
- Use targeted online advertisement (fairly inexpensive)
- Use of e-mail for promotion (inexpensive but risky: don’t be perceived as a spammer)
- Use traditional advertisement methods. (most expensive)
- Join an existing educational portal (medium expense, high focus)
Distribution
Learning Objective: The learner will be able to name the kind of system that may be used for distribution of the course.
If you are making use of a Learning Management System (LMS) it will provide tools to enroll, manage and track learners. If you don’t have an LMS, address this issue with you technical staff so you can plan on how to distribute or provide access to your course or training.
This step is listed here but only addressd briefly as it get highly technical. The advice is to seek the help of someone that has experience in providing access to online courseware.
Be aware that an LMS might or might not be necessary to achieve your instrucitonal goals. The need for an LMS is based on how much learner data you want acquire of your learner's activities and how much control you want of the curriculum. For more information see the LMS & LCMS part of this site.
Reporting
Learning Objective: The learner will be able to state the importance of good reporting and what kind of reports he/she would need.
Reports are important because they provide the instructor with feedback to adapt the teaching or improve the learning. Try to list all reports you would like to have in order to run your instruction efficiently. Then see how close the LMS or other information technology installations you have can come to providing it.
Reports and tracking are part of what an LMS provides. At times you might need reports that are not currently available in the LMS but most LMS can be modified to provide other reports.
If you are not using an LMS or LCMS, then you might need to outline what you need and see if your webmaster can provide it. Typically the webmaster can provide traffic numbers to a page or set of pages. They can rarely do much more than that but capabilities might vary from location to location.
Maintenance
Learning Objective: The learner will be able to state why maintenance planning important.
Once the instruction is launched we want it to perform impeccably in support of the learners. Web technology, as any technology, needs support. All links must function, servers must perform appropriately and timely, Internet access needs to be reliable, etc. Plan appropriately so in the event of a failure the system can be restored or a back up put in its place.
Be aware that not all technical support is the same. The difference between and excellent technical support service and a mediocre one is not that the latter cannot correct the problem. The difference is the timeliness of that correction. Downtime can truly hurt your instruction. Look for good support; it is not expensive these days to find Internet Service Providers that guarantee 99% up time. If your institution is performing its own support ask about the response time as well as the frequency of back ups.
Evaluation: Perform Evaluation
Learning Objective: The learner will be able to state why it is important to carry out the evaluation
Evaluation is important to insure that we are meeting our objective and to improve future offerings of the instruction. ADDIE builds in evaluation as a very important component, as do other approaches of online and traditional instructional design. Without appropriate evaluation it is almost impossible to provide the improvement essential for your success.
Kirkpatrick Model: Summative Evaluation
Learning Objective: The learner will be able to state what are the four levels of the Kirkpatrick Model for Summative Evaluation.
The Kirkpatrick Model (Summative Evaluation)
In his 1975 book Evaluating Training Programs, Donald Kirkpatrick outlined a four-level model of evaluation that here is addressed in the context of e-learning, e-training, or blended instruction. Kirkpatrick's four levels are:
- Level One: Reaction
- Level Two: Learning
- Level Three: Behavior
- Level Four: Results
Level One: Learner Reaction
Learners are asked to evaluate the learning/training after completion. This type of evaluation is inexpensive and timely since it can be incorporated at the end of the instruction and can be delivered online. Questions can include the following:
- Level of appeal of the instruction.
- The relevance of the objectives.
- The ability of the course to motivate and retain interest.
- The amount and appropriateness of interactive exercises.
- The ease of navigation and use of tools.
- Quality and relevance of multimedia.
- The value and immediate applicability perceived by the learner.
Level Two: Learning Results
Level Two in the Kirkpatrick model measures learning results. In other words, did the students actually learn the knowledge, skills, and attitudes the program was supposed to teach? To show achievement, have students complete a pre-test and post-test. Questions must be written to the learning objectives. By summarizing the scores of all students, trainers can accurately see the impact that the training intervention had. This type of evaluation is not as widely conducted as Level One, but is still very common.
- Develop pre-test and post test based on the objective of the instruction
- Administer the pre-test prior to any instruction so it can be used as a benchmark
- Administer the post-test after concluding the instruction
- Compare the results
Level Three: Behavior in the Workplace
Students typically score well on post-tests given that the test is provided immediately after the instruction ends. The real measures of whether the learner was changed by the new knowledge or skills are better seen on the job. Level Three evaluations attempt to determine whether or not students' behaviors actually changed as a result of the instruction.
To insure that the instruction had lasting effect and that learners had time and opportunity to implement new skills, this measurement should be conducted three to six months after the instruction ended. Observations and behavioral scorecards (surveys) can be used including:
- Observations
- Behavioral sore cards / surveys by
- The learner
- The learner's supervisors
- The learner's direct reports
- The learner's customers or others the learner interacts with on the job
Level Four: Business Results
Unlike situation in a lab, in many reals world of business it is difficult to have a control group to compare against. Businesses are not going to deny training to a group just so they can measure the results of training, for example. Even if they were willing to do so, as the instruction proceeds and employees interact in the workplace some knowledge of the instruction might reach the members of the control group. Therefore, we must assume having a control group is not possible. However, there are other ways of capturing data that will help document the impact of the instruction. For example:
- Measuring outcomes:
- sales volumes
- customer retention
- customer support
- time for task completion
- defect reduction
- ROI
The above will vary widely depending on the business and product or service provided.
Kirkpatrick Model Summary Chart:
Level
|
Evaluation Type
|
Description
|
Sample Tools
|
1
|
Reaction
|
How learners felt about the learning
|
Post-learning surveys
|
2
|
Learning Results
|
Increase in knowledge (before/after)
|
Pre & Post test
Interviews & observation
|
3
|
Behavior
|
Behavior on the job
|
Observation and interview
|
4
|
Business Results
|
Effect of business by learner
|
Management evaluation and business outcomes
|
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