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ADDIE Instructional Design Document: Analysis & Design Creating a Professional Learning Experience

You have been tasked with creating a professional development in-service for your class on __________________ ( as a group determine an area of need, maybe a technical skill that your group does not possess, such as podcasting). You will create an Instructional Design Document that outlines the first 2 stages in the ADDIE model (Analysis & Design). In this “Design Document” you will explain in detail, the specific goals and objectives of the instruction and present a clear picture of the type of learning experience the learner will encounter. Be sure that your learning experience design takes into account all of the findings of your needs assessment, the learners, and the task and environmental analysis. Consideration: The design document is a road map for an instructor to teach your target population and to implement the learning experience. Create your design document with detail and descriptions so that any instructor can review it and be able to implement the lesson. • Analysis (consult the ADDIE guiding questions document for additional guidance)

o Content: In this section of the Design Document, you will explore the content to be covered during the learning experience. What is the problem your learning experience will address (i.e. the goal of the learning experience), the context in relation to the school, the learners and create a ‘Problem Definition’. For example, XYZ school has access to new iPod Touch units, but the teachers do not know how to: 1) use the technology, 2) integrate the technology within the curriculum, 3)etc….You will need to propose a potential solution to your stated problem.

o Learner: In this section of the Design Document, you will explain why the identified audience needs this specific instruction, the specific attributes of the audience making sure to address issues of learning style, level of education, language dominance, motivations, expectations, learning sophistication, what are the students strengths and weaknesses, etc...In other words, be as detailed as you can.

o Environment: In this section of the Design Document, you will detail potential learning environments that may be utilized to deliver your design (be specific to one of your schools, don’t ‘create’ an environment). For example you may explain why a web environment may or may not work for this specific project, taking into account issues of cost, types of outcomes, and participant expertise. Or you may discuss why a face-to-face workshop is the best environment. However, in your Design Document be sure to discuss at least two different potential learning environments, explaining the pros and cons of each environment independently and against one another.

o Task: In this section of the Design Document, you will detail a listing of tasks associated with the specific instruction, including a flowchart sequence of the order tasks are to be completed.

• Design o Objectives: In this section of the Design Document, you will clearly state the

objectives, enabling and terminal objectives, for the learning experience. Each objective must be stated in observable and measurable terms tied to Blooms taxonomy. For example, if your objective is to apply knowledge use terms such as report 3 methods for….or classify the following 5 animals…)

o Identify Pre-requisites for the learning experience. Can be defined as knowledge or as skills necessary to begin lesson.

o Learning Experiences: In this section of the Design Document, you will identify activities necessary to meet the stated objectives. Each of the activities must be

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congruent with the findings of the Analysis and have a clear connection with your enabling or terminal objectives.

o Create the learning experience based on Gagne’s 9 events of instruction. Label each section of Gagne’s model and provide detail on how you will

meet the objective of that section. You don’t have to develop the materials, a description and rationale is all that is required.

List the time associated with each of the events in terms of event time and running time. This is to help keep you on task and on time during the learning experience.

o Assessment: In this section of the Design Document, you will identify appropriate assessment techniques, both formative and summative, that address each of the stated objectives for the learning experience. (you have listed the summative assessment technique in the Events of Instruction, here you will discuss both formative and summative assessments in terms of how they are appropriate to meet each of your objectives.)

o Technology & Media needs: In this section of the Design Document, you will address what technology resources are available, what additional resources you will need, and any other media needs necessary to meet your stated objectives.

Just as there are many ways to design instruction, so too are there many ways to represent design. You are free to select any presentation format you deem appropriate. All that I ask is that a connection between the goals and outcomes, activities and resources, and assessment is clear. A suggestion is to create a document with each of the headings listed above and use that as the template for creating your Design Document. Your Design Document should provide a rational regarding the selection of specific learning activities and assessments in regard to the analysis and design phases. The document should also include a discussion of the strengths and limitations of your design. All group papers must be emailed as .doc files (Word) to the instructor by the beginning of class time on the date due. Save papers as .rtf (Rich Text Document) files if you do not have the option to save files as a .doc (Word) file. Include your groups ‘name’ in the file name of the document. For example, hansendesigners_designdocument.doc. This makes it much easier for me to organize your work. Let me know if you have any questions.