Good
instructional design covers all stages of the ADDIE model, answering the
critical questions of Who, What, When, Where, Why, and How. As these critical
questions are answered, the instructional designer identifies the overall goal,
learner needs and additional learner information, as well as the targeted
objectives. According to Ritzhaupt
et al. (2017), “Beyond the general characteristics of learners,
designers should know what prerequisite skills the learner should already have
before attempting the course. Along with pre-requisite skills is a need to
understand learners with disabilities. While a knowledge of the
population of the learners’ academic levels is important, the why behind their
academic levels is equally important.”
Instructional
designers who provide instruction that covers the different learning styles
reach more of their learners; this is a student-centered approach. Admin
(2019) states the golden principles of high- quality instructional design are
as follows:
1. It
must begin with an end in mind.
2. It
must be student-centered.
3. It
is redefined through continuous assessment and improvement.
4. It
follows a well-defined system.
5. It
considers the big picture.
These
principles align with the ADDIE model in that each principle is found within
ADDIE. Principles 1-4 are easy to incorporate in Addie; however, principle number
5 may be a little difficult for some to interpret. When I really look at
principle 5, I see the big picture as getting everyone involved to make things
happen. This simply means getting all stakeholders involved in the process to
exercise their talents and abilities. Ritzhaupt
et al. (2017) states, “determining who the stakeholders are is an
important part of the analysis process as well as the overall ADDIE
process as these are the people who inform the process and will have some
determination in the success or failure of the process due to their experience
and knowledge. Preferably the known stakeholders should convene to
determine who else should be involved.”
As
I read through the material for this course as well as researched material regarding
instructional design, I worked hard to make sure I progressed through the stages of
the ADDIE model while designing my pd session. My professional development
session is designed to change mindsets in our building to establish clear expectations
for all that will assist with the positive development of our climate and
culture. My session consists of relationship building activities and reaffirming
our purpose, which includes understanding why we do what we do, grounded in our
school’s mission and vision. Additionally, my session requires the faculty and
staff to work collaboratively to create our school’s flow of the day protocols
for students, faculty, and staff.
My
delivery method embraces all learning styles. For example, I have a Google
Slide Presentation that includes words in print, images, and video clips. The learners
within my session will move around to work on team building activities, be
responsible for presenting information to the group (Jig Saw activity), as well
as participant in a Socratic seminar where they get to further provide
information that will help them to understand the importance of setting clear
school-wide expectations for all. These expectations/protocols will be created
using Google Docs, which will allow teams to work together outside of our work
session for the day. I started including Google Docs two years ago at my
school, so I feel confident about the faculty and staff’s ability to use it. Because
I am the Lead Mentor at my school, I have been in communication with our new
teachers, so I know they have worked with and feel comfortable with Google Docs.
I
am extremely excited about my pd session and tracking the effects through
classroom walk throughs, surveys, and one-on-one conversations.
Click here for PD Information
Click here for PD Information
References
Admin.
(2019). The golden principles of high-quality instructional design. Retrieved
from https://www.shiftelearning.com/blog/bid/344888/the-golden-rules-of-high-quality-instructional-design.
[Anna
Sabramowicz]. [2014, Nov. 10]. Role of the Instructional Designer. [Video
File]. Retrieved from https://www.youtube.com/watch?v=ZI0r9hwDc6Q.
Rithzaupt,
A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M.,
Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W.
(2017, December 12). ADDIE Explained [text]. Retrieved from
http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.
It sounds like you have really thought through your training as well as worked through each of steps in ADDIE. The information you found in research that includes the 5 points for high quality instructional design are similar to the ADDIE design. Ultimately I think they want us as the designer of training to "THINK". We need to explore everything from the learner, to the setting, to the technology, to the evaluation. On point 5 and considering the big picture, I like that you included the part from the text about the stakeholders. In this process to include the stakeholders I think there is another key factor to include. "As in any brainstorming process, it is best to allow ideas to flow freely and write down every possible stakeholder...even those who may be negatively impacted" (Ritzhaupt, 2017). I think this falls into the big picture as well. I know I am guilty of just looking for those that will benefit from the instruction but when we develop training through a process so as the 5 points or ADDIE, we have to make sure we consider all factors. There may be some negative stakeholders. That doesn't mean we aren't correct in our training or the problem that we have identified but we need to also consider these factors. This is something that I have learned through this process as well as from the points you brought out in the discussion.
ReplyDeleteTeneal Smith
Source:
Ritzhaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.
Lisa,
ReplyDeleteI can see good instructional design in your Professional Development plan for your faculty and staff. I hope I can continue to see the implementation and improvements as the fall semester gets under way. I think it is admirable that you have reached out to your new teachers to assess their knowledge and skill set before you present your information. This answer the questions in the analysis stage of WHOM (learners) and HOW theses learners will accomplish the tasks as they proceed with the professional development you are presenting (Rithaupt et al., 2017).
Reference
Ritzhaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.