Date post: | 10-May-2015 |
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Course Design is NOT Monopoly
How the A.D.D.I.E Process Works in Instructional Design
Chrisanne N. Garrett, MAED
chris.garrett@ucsf,edu
Course Design Not Monopoly by Chrisanne N Garrett, MAED is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
TURN THE CORNER
GO TURN THE CORNER
JAIL
CHANCE
LUCK
YOUR COURT
WE MEET
MY COURT
OTHERS
Avenue “A”
Avenue “
E”
Avenue “I”
Avenue “
DD
”
COURSE
DES
IGN IS
COURSE
DES
IGN IS
NOT
NOT
MONOPO
LY!!!
!!!
OK – Let’s GO!
• We are entering into a partnership to design, develop, implement, and evaluate an online course.
• We agree that this is a collaborative endeavor and that we are responsible and accountable to each other.
• We pledge to persevere through the good and the challenging times.
BACK
Course Design is NOT Monopoly!
• None of us can create an awesome online course in a vacuum.
• We need the perfect blend of subject matter expertise, design expertise, development expertise, and others who we engage to make up for our skill gaps.
• The ideal team for course development includes the end users – the students – and other key stakeholders.
BACK
Your CourtYour Court
• These are the things only YOU can do:– Define the project– Review and approve the mock-up– Provide the content – be the SME!– Review and approve the design– Teach the course
BACK
We MeetWe Meet
• These are the GOLDEN MOMENTSGOLDEN MOMENTS:– We talk about the project at its inception– We talk during the assessment process– We talk OFTEN during the design and
development process– We talk during the evaluation process– We talk and talk and talk– And I ask a LOT of questions!!!!! (How
else will I know?)BACK
My CourtMy Court
• These are the thingsthings I and my staff doI and my staff do::– Listen to your ideas– Ask a lot of questions – Create an initial mock-up– Listen to and incorporate your feedback– Build the mock-up into a storyboard– Listen to and incorporate your feedback– Revise the storyboard– Incorporate your content– Build or obtain special features– Listen to and incorporate your feedback– Load the course to the LMS
OR
BACK
My CourtMy Court
• These are the thingsthings I and my staff I and my staff dodo::– Create an initial mock-up– Listen to and incorporate your feedback– Build the mock-up into a storyboard– Listen to and incorporate your feedback– Revise the storyboard– Load the storyboard to the LMS– YOU incorporate your content
OR
BACK
OthersOthers
• Others who are critical to the process are:– Potential and real students– Other stakeholders– Consultants
BACK
What’s the BIG IDEA?What’s the BIG IDEA?
• Describe this course• Who is it for?• When is it needed?
BACK
Describe it!Describe it!
How do you think your course should be described – you know, like in a course catalog?
Hmmmmm … 25 words or less?!?
BACKNEXT
Who is this Who is this course for?course for?
• What’s your audience? • Undergrad or grad?• What program?• What prerequisites?• How many participants per course?
Oh PUH-LEASE! Who doesn’t need this?
BACKNEXT
When is When is this course this course
needed?needed?
When does this course go live?We’ll work back from that date to create the project plan.
Yesterday, of course!
BACK
Our First MeetingOur First Meeting
• Prepare to TALK and ANSWER a lot of QUESTIONS!!!
• Don’t worry if you don’t have all the answers – you can get back to me!
BACK
Mock-UpMock-Up
• My turn!• I prepare a
mock-up (plan, storyboard, concept!)
I hope they like it!
BACK
Needs Needs AssessmentAssessment
• Ask the audience!
• What do you need from this course?– Survey– Focus groups– Interviews
What do they need?
BACK
Needs Needs AssessmentAssessment
• Who does the needs assessment?
• How is the needs assessment done?
• Who do we include?
BACK
Who is ADDIE?Who is ADDIE?
•A•D•D•I•E
ANALYSISANALYSIS
DESIGNDESIGN
DEVELOPMENTDEVELOPMENT
IMPLEMENTATIONIMPLEMENTATION
EVALUATIONEVALUATIONBACK
Who is ADDIE?Who is ADDIE?
•A is ANALYSIS– What are the needs driving this project? – What are the goals and objectives for this project? – How will you define success for both the learner
and the project? – How will you measure that success? – Who is the intended audience? – What do the members of the learning audience
already know? – What do they need to learn?
– What resources are already available? BACK
Who is ADDIE?Who is ADDIE?•DD is DESIGN & DEVELOPMENT
– Design is the plan• Objectives defined in terms of specific measurable
objectives or learning outcomes. • Skills, knowledge and attitudes to be developed. • Resources and strategies to be utilized. • Structuring, sequencing, presentation, and
reinforcement of the content. • Assessment methods matched to the learning
objectives to ensure agreement between intended outcomes and assessment measurements.
– Development is the buildBACK
Who is ADDIE?Who is ADDIE?
•I is IMPLEMENTATION–We TEST it–We FIX it–We LAUNCH it–We DELIVER it
BACK
Who is ADDIE?Who is ADDIE?
•E is EVALUATION–We evaluate as we design–We evaluate as we develop–We evaluate as we deliver–We evaluate the results–We evaluate the process
BACK
Turn the First CornerTurn the First Corner
•OK – we’ve finished the assessment phase – let’s CELEBRATE!
•Now we move to design and development – the real work begins!
BACK
We Meet Again!We Meet Again!
•The real work is about to begin.
•We meet to discuss the next steps:–Design & Content Integration
–Development BACK
Back in YOUR Court!Back in YOUR Court!
•Review the needs assessment data
•Review the Mock-Up•Provide feedback•Identify where you need to provide content!
BACKNEXT
Back in YOUR Court!Back in YOUR Court!
You are the SME!What are you waiting for?!? Start writing / inserting content!!!
BACKNEXT
Back in YOUR Court!Back in YOUR Court!
What in the HECK is a SME and WHY would I want to be one?!!?
A SME is a
SSubject ubject MMatter atter EExpertxpert
BACKNEXT
Back in YOUR Court!Back in YOUR Court!
You can write your content in:• Word• PowerPoint• ExcelYou can record your content
with:• Audio• Video BACKNEXT
Back in YOUR Court!Back in YOUR Court!
•You can enter your content directly to the LMS–We are happy to do it for you–Or you can do it yourself
BACK
Back in MY Court!Back in MY Court!
•Recommend and design engaging and compelling learning elements
•Create or find resources to create interactive / audiovisual elements.
•Work with you to make the best decisions. BACK
Speaking of Courts.Speaking of Courts.We’re Really Playing now!We’re Really Playing now!We’re We’re volleyingvolleying back and back and
forthforth..
• This is perhaps the most critical element of the course design process.
• The designer and the SME(s) must be in continuous communication during this period.
• This period is give and take until complete.
BACK
OthersOthers
•Videographers to film•Sound people to record•Graphic designers to design•Programmers to program•Other experts to do their
things
BACK
We Continue to We Continue to CommunicateCommunicate
•Need I say more?
BACK
Go To Jail – Go Directly To Go To Jail – Go Directly To Jail – Do Not Pass Go – Do Jail – Do Not Pass Go – Do
Not Collect $200Not Collect $200• Shame on us if:
– We skip steps irresponsibly– We fail to communicate– We fail to give each other
constructive feedback– We fail to provide the best
possible product to our students
BACK
Teach Your CourseTeach Your Course•You know how to teach •And - OK – we need a whole
new course on online teaching
•And I offer a course on online teaching – hope you participate!
BACK
Students Take the Students Take the CourseCourse
•OK – we need a whole new course on this, too
•And I offer a course on online learning.
BACK
D/D Makes RevisionsD/D Makes Revisions
•Design / Development is at your service to make sure the course is working
•This is an iterative process – revisions can be made at any time.
BACK
We Continue to We Continue to CommunicateCommunicate
•We need to keep talking! •Design / Development is at
your service to make sure the course is working.
BACK
We Turn the Next CornerWe Turn the Next Corner
•YAY! We have completed our course!
•Let’s CELEBRATE!•We feel really good about it – as we should – BUT …
•Did we meet our objectives?
BACKNEXT
EvaluationEvaluation
•Student assessment•Faculty evaluation•Design evaluation
–Formative–Summative
•Process evaluationBACK
Student AssessmentStudent Assessment
• We assess student participation• We assess student assignments /
projects• We assess student exams• We assess whether students achieve
learning objectives• We assess whether students transfer
learning to their real lives
BACK
Faculty EvaluationFaculty Evaluation
•We evaluate faculty performance
BACK
Design EvaluationDesign Evaluation
•We evaluate the efficacy of the design
BACK
Process EvaluationProcess Evaluation
•We evaluate our collaborative process
BACK
Chance• Take a walk through course design sites:
– http://www.tc-library.org/BestPractices.asp#use– http://www.tn.regentsdegrees.org/faculty/
pedagogy.htm– https://courses.worldcampus.psu.edu/facdev101/
student/index.shtml– http://www.csuchico.edu/celt/roi/index.html– http://www.fastrak-consulting.co.uk/tactix/Features/
etrainer.htm– http://training.ifas.ufl.edu/deft/index.htm– http://www.itrc.wvu.edu/webct/faq20.html
BACK