Module 3 - Addie[1]
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Electronic Learning Environments Module 3
Learning outcomes
Provide a definition for the process of Instructional Design Describe and explain the ‘Analysis’ phase of the instructional design process Describe and explain the ‘Design’ phase of the instructional design process Describe and explain the ‘Development’ phase of the instructional design process Describe and explain the ‘Implementation and Evaluation’ phases of the instructional design process Identify some key design principles for the design of interactive multimedia environment Secrets of user-interface design
What is an Instructional Design?
It is the process of designing and developing instructional materials, using scientific principles about how people learn, to maximise the acquisition of skills, knowledge and attitudes
“An organised procedure for developing instructional materials or programs which include the steps of:
Analysis (defining what to be learned), Design (specifying how the learning should occur), Developing (authoring or producing material), Implementing (using the materials for strategies in context), and Evaluating (determining the adequacy of instruction)”
ADDIE-model
The Addie-model Analysis
Design
Development
Implement
Revise
Evaluate
ADDIE-model of instructional design
The Analysis phase
Learning about learners:
Based on the collection of data– what they can & can’t do Known and unknown – competencies Demographics Language skills Typing skills and mouse skills What technology can they use? Motivation Learning styles
Learning about the curriculum and content requirements:
Critical and learning area outcomes are met Content is presented in a certain way Types of learning activities
The Design phase
(1 of 4)
Analysing the outcomes:
Skills Knowledge Attitudes and beliefs Outcomes (learning goals) must be –
meaningful measurable and observable objective Objectives must be clearly stated
Developing initial content ideas:
Brainstorming –content & approaches (what & how?) Elimination of some initial ideas
learners’ pre-knowledge, computer skills, attitudes, age (learners’ demographics) amount of subject matter, capability of computer system, ability of the developer
The Design phase
(2 of 4)
Preliminary programme description:
Instructional analysis – Identifying types of learning – indented outcomes Choosing a methodology – learning experiences
tutorials drill and practice simulations problem-solving
Design principles
The Design phase
Factor decisions – methodology chosen:
(3 of 4)
Feedback – when, how much, way of feedback Question types – multiple choice, true or false, one-word Learner control Motivation Judging – learners’ answers
Sequence description - order by which information will be presented:
Opening screen Directions Interaction Method of item selection Closing
The Design phase
Storyboard – visual way of presenting the design that has been decided upon:
(4 of 4)
Scripts (text, graphics, tables) Audio Video
Ongoing evaluation:
Formative Summative
The Development phase (1 of 2)
Development – the entire process of producing refining and validating the programme:
Programming software – Macromedia Authorware, Macromedia Director or Asymetric Toolbook Web authoring software - Macromedia Dreamweaver Microsoft FrontPage, Coldfusion Image-editing software – CorelDraw, Adode Photoshop or Microsoft PhotoDraw Software sound, graphics or animations
The Development phase (2 of 2)
Steps to be considered or followed:
The development of a project management plan – time and money Preparing of the text components – Microsoft Word Authoring of the separate pages or screen – every single screen is developed (text, graphics, video, animations, hyperlinks, navigation buttons) Creation of graphics, sound and video – professional help Assembling the pieces in the sequence that was decided on during the design phase Preparation of support material – guide, help pages, additional content, exercises and contact details for the developers
Implementation and Evaluation phases
Phases are related and inter-dependent Evaluate the effectiveness of the website/piece Alpha testing
Done by design + development team Use evaluation forms and style manual
Beta testing
Select learners, explain procedure Determine prior knowledge Observation, interviewing, assess Pilot study is necessary Full study – actual learners
Revision of the website/piece/multimedia on the lesson learnt (as an ongoing cycle)
Effective training principles (1 of 3)
The importance of motivation – intrinsic and extrinsic:
Clearly stating the benefits of learning Invoking curiosity Start with a pre-test Challenge learners Increase the difficulty gradually
Keep the differences in the learners in mind:
Learning style preferences Intelligence Offer choices: how, pace Simplify learning activities
Effective training principles (2 of 3)
Emphasise important content:
Focus attention Avoid distractions Consistency Practice learning - repeated practice improves recall Stimulate thinking, not mere clicking
compare, contrast and integrate separate ideas
Help learners to see association
encourage exploration of ideas from different perspectives
Effective training principles (3 of 3)
Consider the limitations of human perception and memory:
Working memory is short-term memory keep content simple, short and to the point organise information into a small number of “chunks” after presenting a concept, immediately let the learners practice applying the concept – verify understanding eliminate the unnecessary materials
Secrets of user-interface design
Keep context clear
Title pages Introduce the subject “where-am-I?” cues
Keep interaction simple What is a user interface? User frustrations Consistency in design
Learning outcomes
Provide a definition for the process of Instructional Design Describe and explain the ‘Analysis’ phase of the instructional design process Describe and explain the ‘Design’ phase of the instructional design process Describe and explain the ‘Development’ phase of the instructional design process Describe and explain the ‘Implementation and Evaluation’ phases of the instructional design process Identify some key design principles for the design of interactive multimedia environment Secrets of user-interface design
What is an Instructional Design?
It is the process of designing and developing instructional materials, using scientific principles about how people learn, to maximise the acquisition of skills, knowledge and attitudes
“An organised procedure for developing instructional materials or programs which include the steps of:
Analysis (defining what to be learned), Design (specifying how the learning should occur), Developing (authoring or producing material), Implementing (using the materials for strategies in context), and Evaluating (determining the adequacy of instruction)”
ADDIE-model
The Addie-model Analysis
Design
Development
Implement
Revise
Evaluate
ADDIE-model of instructional design
The Analysis phase
Learning about learners:
Based on the collection of data– what they can & can’t do Known and unknown – competencies Demographics Language skills Typing skills and mouse skills What technology can they use? Motivation Learning styles
Learning about the curriculum and content requirements:
Critical and learning area outcomes are met Content is presented in a certain way Types of learning activities
The Design phase
(1 of 4)
Analysing the outcomes:
Skills Knowledge Attitudes and beliefs Outcomes (learning goals) must be –
meaningful measurable and observable objective Objectives must be clearly stated
Developing initial content ideas:
Brainstorming –content & approaches (what & how?) Elimination of some initial ideas
learners’ pre-knowledge, computer skills, attitudes, age (learners’ demographics) amount of subject matter, capability of computer system, ability of the developer
The Design phase
(2 of 4)
Preliminary programme description:
Instructional analysis – Identifying types of learning – indented outcomes Choosing a methodology – learning experiences
tutorials drill and practice simulations problem-solving
Design principles
The Design phase
Factor decisions – methodology chosen:
(3 of 4)
Feedback – when, how much, way of feedback Question types – multiple choice, true or false, one-word Learner control Motivation Judging – learners’ answers
Sequence description - order by which information will be presented:
Opening screen Directions Interaction Method of item selection Closing
The Design phase
Storyboard – visual way of presenting the design that has been decided upon:
(4 of 4)
Scripts (text, graphics, tables) Audio Video
Ongoing evaluation:
Formative Summative
The Development phase (1 of 2)
Development – the entire process of producing refining and validating the programme:
Programming software – Macromedia Authorware, Macromedia Director or Asymetric Toolbook Web authoring software - Macromedia Dreamweaver Microsoft FrontPage, Coldfusion Image-editing software – CorelDraw, Adode Photoshop or Microsoft PhotoDraw Software sound, graphics or animations
The Development phase (2 of 2)
Steps to be considered or followed:
The development of a project management plan – time and money Preparing of the text components – Microsoft Word Authoring of the separate pages or screen – every single screen is developed (text, graphics, video, animations, hyperlinks, navigation buttons) Creation of graphics, sound and video – professional help Assembling the pieces in the sequence that was decided on during the design phase Preparation of support material – guide, help pages, additional content, exercises and contact details for the developers
Implementation and Evaluation phases
Phases are related and inter-dependent Evaluate the effectiveness of the website/piece Alpha testing
Done by design + development team Use evaluation forms and style manual
Beta testing
Select learners, explain procedure Determine prior knowledge Observation, interviewing, assess Pilot study is necessary Full study – actual learners
Revision of the website/piece/multimedia on the lesson learnt (as an ongoing cycle)
Effective training principles (1 of 3)
The importance of motivation – intrinsic and extrinsic:
Clearly stating the benefits of learning Invoking curiosity Start with a pre-test Challenge learners Increase the difficulty gradually
Keep the differences in the learners in mind:
Learning style preferences Intelligence Offer choices: how, pace Simplify learning activities
Effective training principles (2 of 3)
Emphasise important content:
Focus attention Avoid distractions Consistency Practice learning - repeated practice improves recall Stimulate thinking, not mere clicking
compare, contrast and integrate separate ideas
Help learners to see association
encourage exploration of ideas from different perspectives
Effective training principles (3 of 3)
Consider the limitations of human perception and memory:
Working memory is short-term memory keep content simple, short and to the point organise information into a small number of “chunks” after presenting a concept, immediately let the learners practice applying the concept – verify understanding eliminate the unnecessary materials
Secrets of user-interface design
Keep context clear
Title pages Introduce the subject “where-am-I?” cues
Keep interaction simple What is a user interface? User frustrations Consistency in design
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