A.D.D.I.E A.S.S.U.R.E P.I.E
The five phases
1. Analysis 2. Design 3. Development 4. Implementation 5. Evaluation
Analysisaudience and what are their Who is the
characteristics? Identify the new behavioral outcome. What types of learning constraints exist? What are the delivery options? What are the online pedagogical considerations? What are the Adult Learning Theory considerations? What is the timeline for project completion?
The design phase deals with learning objectives,
assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan needs to be executed with attention to details.
The development phase is where instructional
designers and developers create and assemble the content assets that were blueprinted in the design phase. In this phase, storyboards are created, content is written and graphics are designed. If e learning is involved, programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.
During the implementation phase, a procedure for
training the facilitators and the learners is developed. The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), student registration.
The evaluation phase consists of two parts: formative
and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users which were identified
1. Analyze learners 2. State objectives 3. Select instructional methods, media,
and materials 4. Utilize media and materials 5. Require learner participation 6. Evaluate and revise
General characteristics - grade, age, ethnic
group, sex, mental, emotional, physical, or social problems, socioeconomic level, and so on. Specific entry competencies - prior knowledge, skills, and attitudes. Learning styles - verbal, logical, visual, musical, structured, and so on.
Audience (who are your students?) Behavior to be demonstrated Conditions under which the behavior will be
observed Degree to which the learned skills are to be mastered.
Select Instructional Method
Instructional method that you feel is most appropriate
to meet the objectives for these particular students. Media that would be best suited to work with your instructional method, the objectives, and your students. Media could be text, still images, video, audio, and computer multimedia. Materials would be specific software programs, music, videotapes, images, but would also be equipment, i.e., overhead projector, computer, printer, scanner, TV, laserdisk player, VCR, and so on.
Utilize Media & Materials
You should always preview the materials
before using them in a class and you should also use the equipment in advance to be sure it works and you know how to use it. Make sure that your instructional materials are suitable and working the best you can and then use it in the classroom.
Require Learner Participation
to make sure that all your students have
opportunities to participate in the learning activities Listen to your students and allow them to become aware of the content. Allow them to learn as opposed to trying to "teach" them.
Evaluate & Revise
You are not a bad teacher if a lesson does not
work. You are a bad teacher if you don't reflect upon your lessons and work on revising elements of the lesson until your students become successful learners.
P.I.E 1. PLAN