Develop Phase
Designing and Developing for ID
The Differences
Branch makes of point of the importance client buy-off.
Rothwell considers using exiting material.
Branch define how media should be used from easy to complex.
Develop
ADDIE Develop Phase
Generate Content
Instructional Strategy
Beginning
Gain Student Attention
Clarify Objectives
State Prerequistes
Middle
Project-based Exercises
Discussions
Presentations
Role Play
End
Topic Reflections
Review Activities
Summaries
Select/Develop Supporting Media
Instructional Media Should
Facilitate Student from:
Easy to Difficult
Simple to Complex
Concrete to Abstract
Known to Unkown
Media Selection Should
Reinforce Knowledge and Skills
Accommodate Blended Learning
Provide Auditory/Visual
Enhance Learning
Physical Activities
Develop Guidance for Students
Guiding Learner with Information
Organization
Title Page
Copyright
Acknowledgements Page
Table of Contents
Body
Glossary
Appendix
Format
Content Presentation
Exercise Presentation
Sequence
Quality
Clarity
Accuracy
Consistency
Develop Guidance for Teachers
Same format as for Students
Table of Contents is Modified
for Teacher Lesson Guidance
Teacher Lesson Guidance Includes
Symbols/Icons Direct Actions
Points of Emphasis
Example
Leading Questons
Conduct Formative Revisions
Formative Evaluation Does
States ID Process
Permeates ID Process
Concludes Develop Phase
Post-Development Procedures
Develop Revisions Based On
Pre-Test
Post-Test
Observation
Attitude Questionnaire
Phases of Formative Evaluation
One-to-One Trail
Small Group Trail
Field Trial
Conduct a Pilot Test
Real student participate in the Pilot Test for Credit reguardless of outcome.
People Involved in Pilot
ID Designer
Observing Only
Client
Observing Only
Facilitator
Leads Instruction
Students
Active in Instruction
Pilot Test Involves
Facilitator Qualifications
Location, Time, Date
Components of Pilot Test Plan
Data Collection
Data Analysis
Formative Revisions
Evaluation Team
Role of Management
Comparing Concepts
Require testing of instruction before release of final product.
Lesson plans for both the learner and teacher is important.
Revision before final product is very important influenced by testing results.
Instructional Design Model
ADDIE Concept
Major Reference and Influence to Mastering the Instructional Design Process
Bloom's Taxonomy a Major Influence to Branch's ADDIE Approach
Learning Resources Complied/Developed and Presented to the Client
Client Accepts Results
Client Request for Changes and Re-evaluation
Sequence of Learning Activities
Creating the Plan
Content Creation Influenced by Robert Gagne
Heavy Involvement Between
Student
Teacher
Media/Content
Additional Activites
Assessments
Feedback
Guided Practic
Connects Knowledge and Skills
Closes Caps
Example: Detailed Lesson Plan
Important for Learner Attention
and Active Engagement
Example: Teacher Lesson Guide
Does Not Include all Guidance
Designing and Developing for ID
Selecting/Modifying Existing
Instructional Materials
Selecting, Developing, Modifying Materials
Prepare Working Outline
Conduct Research
Examine Existing Material
Arrange/Modify Existing Material
Get Copyright Permissions
Arrange/Revise Instructional Material
Cost-Benefit Analyses & Use or Modify Existing Materials
Return on Investment
Validating Selection/Modification of Existing Instruction
Developing Instructional Materials
Developing Media Specification
Producing Instructional Materials
Prepare Custom Instructional Materials
Preparation/Formatting of Instructional Material
Select/Prepare Learning Activities
Individual
Group
Productin Instructional Materials
in Various Delivery Formats
Developing Materials Product Alignment
Working with Production Pros
Designing Learning Assessments
Identify Learning Processes/Outcomes
to be Measured
Instrument Classification
Questionnaires, Interviews,
Schedules, Observation Forms,
Simulations, Checklist
Criterion-Referenced Tests
Other
Preparing Instrument Measurement
Clarifying the purpose of measurement and selcting an instrument.
Giving the instrument a descriptive title.
Conducting background research.
Drafting or modifying items.
Sequencing-or reviewing the sequence of-items.
Trying out the instrument on a small-group representative of the learner population.
Revising theinstrument based on the small-group tryout.
Testing the instrument on a larger group.
Using the instrument-but establishing a means of tracking experience with it.
Revising the instrument-or items-periodically.
Constructing Reliable/Valid Methods of Assessing Learning and Performance
Reliability
Validity
Credibility
Assessment is Aligned with Instructional Goals