Analysis and Design of ADDIE model

To begin, select one of the training topics listed below and carry it through the ADDIE steps in Case 1, 2, 3, and 4. The ADDIE steps are explained in the Gardner videos presented on each of the module’s Background pages. Gardner, J. (2011, September 25). The ADDIE analysis phase [Video file]. Retrieved from https://www.youtube.com/watch?v=JZdv5lrJs4U. Standard YouTube license. Select one of the following training topics: How to show appreciation to a workgroup (8-15 employees) for the successful completion of a major project. How to successfully plan and open a new business (located in the state of your choice). How to teach the basics of sign language to first-line supervisors. Pointers to quickly utilize employee relations skills in and outside of the workplace. How to make a great podcast, including covering what tools are needed to make podcasts at home. You are the training course designer and also (hypothetically) the trainer conducting this training throughout the year. The learners in each of these scenarios have at least a H.S. diploma or equivalent. There will likely be 15-20 students in each training. Analysis Phase The Analysis phase is critical to the entire instructional design process. To determine the level of instruction needed, the designer must first determine the gap between the desired status of learning and the learners’ current performance/status. The people involved in this process often include the instructional designer, client, subject matter expert, learners or their proxies, as well as those who will evaluate the instruction. The one who discovered the need as well as supervisors of the learners might also be included in the process. Goal analysis focuses on the components of a solution to the instructional problem through the following steps: Identifying the aim of the training setting goals refining goals ranking goals re-refining goals final ranking of the goals Learner analysis focuses on the characteristics of the learners. This involves reviewing learner characteristics, which influence their view of the instructional materials: backgrounds learning styles prerequisite knowledge personal and social characteristics disabilities and cultures knowledge gaps Environmental analysis: Consideration of the environment is also important in designing the instruction. Location of the facility Parking Inside noise level Room temperature Proximity to other learners Proximity to trainer Interaction opportunities with others Ease of access to materials Large group and small group arrangements others Once the Analysis phase is completed, the instructional designer should have a basic idea of the existing gaps that need to be addressed in the next ADDIE phase–Design. Design Phase The Design phase addresses how instructional goals and objectives shape strategies. The instructional designer will be creating learning objectives: What do you want the learner to be able to do, explain, or demonstrate at the end of the training period? The learning objectives will guide the curriculum in a meaningful and deliberate way toward concrete goals, choosing instructional strategies to determine how the content will actually be presented. In this early phase the designer begins to determine the delivery options and drafts a sketch of the budget and training course timeline. Specifically, the Design Phase should include the following: Draft a training outline with timelines. Identify and discuss the text, animation, graphics, video, multimedia elements, resources, and budget. Design a storyboard showing how contents will be presented, including how the storyboard parts address specific learning objectives. The content should be arranged in a logical sequence according to the learning outcomes. Elaborate an assessment plan to demonstrate how learners will be tested. Design the assessment items (criterion-referenced tests). For more information, see ADDIE explained: Evaluation. Draft a syllabus or course manual/workbook. Identify facilitator’s responsibilities and tasks. Identify prerequisites (if any). Sources for the above information: Click4it Unitar Learning & Training Wiki (n.d.). A.D.D.I.E. Model Retrieved from http://www.click4it.org/index.php/A.D.D.I.E_Model#:~:text=From%20Click4it&text=In%20sum%2C%20it%20is%20some,Development%2C%20Implementation%2C%20and%20Evaluation. Nichols, J., Walsh, S., & Yaylaci, M. (2020). ADDIE explained: Analysis and Design. An open educational resource for the educational technological community. Retrieved from http://www.aritzhaupt.com/addie_explained/analysis/ . Ritzhaupt, A. (2020). ADDIE explained: Introduction. An Open educational resource for the educational technology community. Retrieved from http://www.aritzhaupt.com/addie_explained/. Salama, C., Adnan, H., & Davis, R. (2020). ADDIE explained: Design. An open educational resource for the educational technology community. Retrieved from http://www.aritzhaupt.com/addie_explained/design/. Case Assignment For your Case 1, follow the Analysis and the Design phases as described above to begin applying the ADDIE model to the training course topic chosen for the Case 1-4 project. Be as specific as possible. If there is unknown information, make logical assumptions for information needed and include a section in your paper showing the assumptions you made. Bring in at least two valid and reliable sources found outside of your course materials. (Be sure to cite sources within the text of your paper as well as list each in the Reference section.) As you select your two outside sources for Case 1, you may find the following helpful to determine which sources to include: Cornell University. (2015). Critically analyzing information sources: Critical appraisal and analysis. Retrieved from https://guides.library.cornell.edu/critically_analyzing Cornell University. (2014). Evaluating Web sites: Criteria and tools. Retrieved from http://olinuris.library.cornell.edu/ref/research/webeval.html