DESIGN
The ADDIE Model
of Instructional Design follows Analysis with the DESIGN
phase:
**Note: Click Image to open larger slide show
The Design phase of
the ADDIE ID Model is a systematic method of logically
identifying, developing, and evaluating a set of strategies
aimed at achieving an instructional goal. More
specifically, this process usually begins with identifying
the goals, identifying the skill/knowledge objectives,
clarifying which resources/strategies to be used during
instruction, how the material will be sequentially
presented, and how assessment of how a student's
goal/objective completion is to be measured.
Perhaps the following
analogy will help to clarify the Design
process:
Imagine you knew how to ride a bike, and wished to bicycle
from San Francisco to New York. Arrival in New York would
be your goal, but there would probably be some objectives
you wished to accomplish along the way. These could be
skill based objectives such as learning how to make bike
repairs, how to read a map/gps, or how to stay crouched
while pedaling in order to be less wind resistant. On the
other hand, your objectives might be knowledge objectives,
like learning which states have the best maintained roads,
which cities have the most bike lanes, or simply, which is
the fastest route to New York from San Francisco.
One might then try to identify resources/strategies in
order to accomplish the ultimate goal. Taking tire repair
kits, rain gear, and friends' phone numbers along would be
good resources; while selecting the routes with the least
uphill climbs or windy corridors would be good strategies.
The sequential presentation might be determining in advance
the destination points for the end of each day's ride, with
longer sightseeing breaks built in as rewards for reaching
special destinations such as the Grand Canyon or
Yellowstone park.
Finally, the assessments could be checked off in order:
Did you make it to New York? Ahead or behind schedule?
Did you fix your bike along the way, or did you need to
take it to a shop?
Did you get lost less often as you traveled?
Did your crouched legs cramp up less as the trip
progressed?
If you decided to bicycle back west, could you choose a
more efficient route based upon what you learned traveling
east?
Please
identify your
Goal(s) and Objective(s) for your
database lesson before continuing on to the Development of
the lesson.
Additionally, clarify the
resources/strategies to be made
available, the sequence of
activities, and a
description
of assessment type.
***Note: These descriptions are summarized
from Idaho State University http://ed.isu.edu/addie/index.html
For additional considerations, please view http://edtech572.pbwiki.com/DeScription