Posts Tagged ‘ADDIE’

8
Nov

Constructivistic Instructional Design

   Posted by: Jeffrey Keefer    in Instructional Design, Learning & Teaching

A colleague of mine, Catherine, had a wonderful blog post this week entitled ADDIE Deconstructed, which is somewhat related with my own recent posting on this topic, and is nicely juxtaposed with the work my students are doing with my online PPOCCID course.

Constructivist Instructional DesignThis area around ADDIE (Analyze, Design, Develop, Implement, and Evaluate), which is an instructional design model I use all the time, constantly reminds me of issues of power and positionality that arise when we determine how others have to learn this or that. In many ways, this reminds me of a blog post that really stopped me to think about these issues, Why you want to focus on actions, not learning objectives. For those of us in the learning field, it is easy to either get so wrapped up in learning objectives that we neglect the learners as people, or to get so vague with our objectives that we can never really measure (or determine) if anything is learned at all.

All of this consideration of whose objectives we have to consider, and how that balance works within organizational dynamics, leads me to the text that Catherine pointed out and I just ordered, Constructivist Instructional Design (C-ID). This looks like just the right text to help consider some of these issues around ADDIE, which increasingly seems to be a simple model with grate implications.

More to follow . . .

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4
Nov

A as in ADDIE

   Posted by: Jeffrey Keefer    in Academia, Instructional Design, Learning & Teaching

analyze-fingerprint.jpgI asked my students in my a PPOCCID class to do some searching for online references / discussions about the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) instructional design model. I find this model very useful in many applications (especially in project management of learning initiatives), though have recently been more intrigued with the A as in Addie.

What does it mean to Analyze the needs of the audience? Well, I have to make sure this is a need the training or learning or education or development can address. Who needs to learn what? Why do they need to learn this? What are the obstacles? Who are the proponents of this (often these are not the learners)? What do they want (and why)? Are the goals the learners have (if they even have any, and if they can be articulated) and the goals of the proponents of the learning the same (or at least close enough that they are not opposed)?

What roles does this power play, especially within organizational dynamics? Can what works for one be transferable to others? Have you ever found it is easier to analyze the needs of others rather than ourselves? Always more questions than answers; while this can be frustrating at times, I find this endless interest quite enlivening and engaging!

I suppose I am considering these issues right now as I am beginning a Module 3 in my doctoral program at Lancaster University. Nice how various parts of my professional, academic, and personal elements of my life tend to fit together from time to time!

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