Instructional Systems Design (ISD) ADDIE 2.0

INSTRUCTIONAL

SYSTEMS

DESIGN

( ADDIE 2.0 )

Prepared by : YY Wong 2 October 2012

Designed & Developed by YY Wong * version 2012 * 2

Definition of ISD

Instructional Systems Design (ISD)

is the systematic approach to the

Analysis, Design, Development,

Implementation, and Evaluation

of learning materials and activities

In short,

ISD is the process to determine the

5W1H of Learning

(Who, What, When, Where, Why, and How)


There is a genuine need for learning

The learning events are well designed

Quality learning materials are developed

Learning events are implemented using the

appropriate strategies and approaches

Learning events are evaluated to ensure learning

has actually taken place

Key Elements of Instructional Systems Design


Who needs ISD?

Those who need to :

design and develop learning

solutions to meet the learning

and development needs of the

organization

evaluate the learning solutions

of learning providers/trainers to

determine whether the learning

will effectively meet the original

objectives

Designed & Developed by YY Wong * version 2012 *

The 3 Domains of Learning

Cognitive

Mental skills where the brain must be used

to perform intellectual tasks

(Knowledge)

Psychomotor

Physical skills such as movement, coordination,

manipulation, dexterity, grace, actions, etc (Skills)

Affective

Described as "coming from the heart," -

knowing is nothing if there is no will to act on it

(Attitude or Will)

5

http://www.fotolia.com/id/4811867


ADDIE - 1975 • The ADDIE model of Analysis, Design, Development, Implementation & Evaluation was developed by Florida State University

• ADDIE was selected by the Armed Services as the primary means for developing training

• Then, the term "ADDIE" was not used, but rather "SAT" (Systems Approach to Training) or "ISD" (Instructional Systems

Development)

• As a general rule, the military used SAT, while their civilian counterparts used ISD

• The "D" in "ISD" first stood for "Development," but now normally means "Design"

Major Contributors

MAGER

Behavioral or performance

objectives

GLASER

Criterion reference testing

GAGNE

Hierarchical analysis,

conditions of learning

SCRIVEN

Formative evaluation

Conventional ISD Models


The Dick and Carey Model - 1978

• Dick and Carey's model details a comprehensive and detailed process

• However, it has been criticized for at the same time being too rigid and

cumbersome for the average design process

Conventional ISD Models


Andragogy vs. Pedagogy

No. Andragogy (Adult Learning) Pedagogy (Student Learning)

1. Learners are called “participants”

or “learners”

Learners are called “students”

2. Independent learning style Dependent learning style

3. Objectives are flexible Objectives are predetermined and

inflexible

4. It is assumed that the learners have

experience to contribute

It is assumed that the learners are

inexperienced and/or uninformed

5. Active training methods are used Passive training methods, such as lecture, are

used

6. Learners influence timing and pace

Trainer controls timing and pace

7. Participant involvement is vital Participants contribute little to the experience

8. Learning is real-life problem-centered Learning is content-centered

9 Participants are seen as primary resources for

ideas and examples

Trainer is seen as the primary resource who

provides ideas and examples

Source : Malcom Knowles in Modern Practice of Adult Education: Andragogy Versus Pedagogy


8 Adult Learning Theories

8

Adult

Learning

Theories

Learning

Styles

1

Right Brain,

Left Brain

2

Multiple

Intelligences

3

Adoptive,

Adaptive

Learning

4

Dale’s Cone

of

Experience

5

Attention

Span

6

70 : 20 : 10

7

After Action

Review

(AAR)

8


Adult Learning Theories (1)

LEARNING STYLES

Sensory or Intuitive

Sensory learners prefer concrete,

practical, and procedural information. They

look for the facts.

Intuitive learners prefer conceptual,

innovative, and theoretical information. They

look for the meaning.

1

Active or Reflective

Active learners prefer to manipulate

objects, do physical experiments, and learn

by trying. They enjoy working in groups to

figure out problems.

Reflective learners prefer to think things

through, to evaluate options, and learn by

analysis. They enjoy figuring out a problem

on their own.

3

Visual or Verbal

Visual learners prefer graphs, pictures,

and diagrams. They look for visual

representations of information.

Verbal learners prefer to hear or read

information. They look for explanations

with words.

2

Sequential or Global

Sequential learners prefer to have

information presented linearly and in an

orderly manner. They put together the details

in order to understand the big picture.

Global learners prefer a holistic and

systematic approach. They see the big

picture first and then fill in the details.

4



1. Uses logic

2. Detail oriented

3. Facts rule

4. Words and language

5. Present and past

6. Math and science

7. Can comprehend

8. Knowing

9. Order/pattern perception

10. Reality based

11. Forms strategies

12. Practical

13. Safe

LEFT BRAIN FUNCTIONS

1. Uses feeling

2. “Big picture" oriented

3. Imagination rules

4. Symbols and images

5. Present and future

6. Philosophy & religion

7. Can "get it" (i.e. meaning)

8. Believing

9. Appreciates

10. Knows object function

11. Presents possibilities

12. Impetuous

13. Risk taking

RIGHT BRAIN FUNCTIONS

Theo Jansen

../../../../NH - TCP/TCP Videos/Theo Jansen's Strandbeests - Wallace & Gromit's World of Invention Episode 1 Pre.flv



Howard Gardner

Thomas Armstrong

MULTIPLE INTELLIGENCES



Adaptive learning methods are

more agile in nature as they help

the “learner-to-learn,” also known

as meta-learning or meta-

cognition

Best for more advanced learners

EXAMPLES

1. Case studies

2. e-Learning scenarios that branch

3. Action learning

4. Personalized instructions

5. Experimental learning

ADAPTIVE LEARNING METHOD

Adoptive learning methods

basically map out what the

learners must do to master a task

Best for novice learners who

need to master the basics

EXAMPLES

1. Knowledge dumps

2. e-Learning that is basically

composed of “click for next slide”

3. Lectures

4. Role plays

ADOPTIVE LEARNING METHOD &





ATTENTION SPAN



10%

20%

70%

Formal Learning

Informal Learning

On-the-Job

Experience

Most research points to the fact that

learning happens according to the 70:20:10

Rule

10% of all learning comes from formal

learning like attending training courses

20% of learning comes from informal

learning, like asking colleagues,

observing others, networking

70% of learning comes from on-the-job

experiences and challenging projects

Adapted from Center for Creative Leadership



• After Action Review (AAR) is a simple process used by a team to capture the lessons learned from past successes and failures, with the goal of improving future performance

• It is an opportunity for a team to reflect on a project, activity, event or task so that they can do better the next time

AFTER ACTION REVIEW (AAR)

• Originated by US Army during Vietnam War

• Used by each Platoon to review how they acted and performed during an engagement with the “enemy”. It was used immediately after the “Action”



Do it

What happened? Now how?

But why?

What was supposed to happen?

What actually happened?

Why were there differences?

How will I do better next time?

AFTER ACTION REVIEW (AAR)


ADDIE 2.0

The process

of defining

what is to be

learned

The process

of specifying

how it is to

be learned

The process

of authoring

and

producing

the

instructional

materials

The process

of

implementing

the learning

solution to

learners

The process

of

determining

the

effectiveness

of the

instructions

5 - PHASE ADDIE 2.0 PROCESS

ANALYZE

Phase 1

DESIGN

Phase 2

DEVELOP

Phase 3

IMPLEMENT

Phase 4

EVALUATE

Phase 5

19


What is ADDIE 2.0 ?

Original ADDIE was designed by Florida

State University in 1975 and there have

been various variations of the model since

ADDIE is too rigid and cumbersome for

business operating environment in the 21st

Century to immediately address business,

performance and competency issues

ADDIE 2.0 is the upgraded version with more dynamic, practical

and flexible processes, and also capitalizing on the new learning

theories and technologies to meet current business learning

needs but still maintaining the key essence

Can also be considered as “Lean” ISD, as in Lean Production or

Lean Manufacturing - improving process and removing waste

while maintaining quality


4 Fs of ISD

21

Fit

Fit business improvement needs

Fit learners’ learning needs

Fit learning evaluation requirement

Fresh

Fresh learning

methodologies

Fresh concepts &

models

Fresh processes

Fast

Fast to design & develop

Fast to learn

Fast to apply

Fun Fun to learn

Fun to deliver

Fun to experience

4Fs

of ISD



ANALYZE

Phase 1

DESIGN

Phase 2

DEVELOP

Phase 3

IMPLEMENT

Phase 4

EVALUATE

Phase 5

Finalize

learning

requirements

1.3

Identify issues

& problems

1.2

Conduct

learning needs

analysis

1.1

Phase 1

ANALYZE



ANALYZE

Phase 1

DESIGN

Phase 2

DEVELOP

Phase 3

IMPLEMENT

Phase 4

EVALUATE

Phase 5

Plan

instructional

strategy

2.3

Plan structure

& contents of

the course

2.2

Write course purpose & learning

objectives

2.1

Phase 2

DESIGN



ANALYZE

Phase 1

DESIGN

Phase 2

DEVELOP

Phase 3

IMPLEMENT

Phase 4

EVALUATE

Phase 5

Finalize course

materials

3.3

Develop

learning

activities

3.2

Collect course

materials

3.1

Phase 3

DEVELOP



ANALYZE

Phase 1

DESIGN

Phase 2

DEVELOP

Phase 3

IMPLEMENT

Phase 4

EVALUATE

Phase 5

Release &

maintain

course

4.3 Assess

adequacy & refine

instructions

4.2

Pilot course in

actual learning

environment

4.1

Phase 4

IMPLEMENT



ANALYZE

Phase 1

DESIGN

Phase 2

DEVELOP

Phase 3

IMPLEMENT

Phase 4

EVALUATE

Phase 5

Assess

learning

effectiveness

5.1

Interpret

evaluation

results

5.2

Revise course strategy &

instructional materials

5.3

Phase 5

EVALUATE


1 Professional Foundation

2 Planning & Analysis

3 Design & Development

4 Implementation & Management

IS Designer Competencies

Business

Instructional Systems Design (ISD) ADDIE 2.0