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ADDIE by Mind Map: ADDIE

1. Analysis: Start with researching and organizing information about the purpose of instruction, and about the people who will be participating.

1.1. 1. Define instructional goals and the steps needed to reach them — What are the goals of instruction? What are all the steps that must be taken to reach these goals?

1.2. 2. Identify learners’ backgrounds and needs — Why are they participating? What do they already know about topics related to this course? What do they need to know by the end?

1.3. 3. Set objectives for learners — What should they be able to do after finishing this course?

2. Design: Plan the foundations of the course. What will be assessed? How will the content be delivered? What are the components of the course?

2.1. 1. Design an assessment — Based on the objectives set for learners, what kind of assessment would be appropriate? Contextualize assessment in a task that is relevant to a real-world application of course content.

2.2. 2. Choose a delivery system — What is the best format for this course? Consider the content and learner context to choose the best fit.

2.3. 3. Come up with an instructional strategy — Will there be lectures, readings, projects, group activities, discussions? What kind of assessments could be used?

3. Development: Based on the instructional strategy design, start developing the lectures, materials, activities, and assessment tasks.

3.1. 1. Build a sample — Based on the instructional strategy, come up with a sample to run by a supervisor or client for feedback.

3.2. 2. Develop materials — Develop and gather course materials, review them, seek feedback, and edit appropriately.

3.3. 3. Try a run-through — Practice running through the course in real-time. Take note of how long activities take and whether or not they are functioning as you intended. Gather feedback from participants to work into redevelopment.

4. Implementation: Make sure the course is ready to run by preparing instructors, learners, and the environment.

4.1. 1. Train instructors — Instructors should be made familiar with objectives, materials, assessment tools, etc.

4.2. 2. Prepare learners — Learners need to know how to access and participate in the course.

4.3. 3. Prepare learning environment — Materials, tools, technologies, and environments necessary for the course need to be readily accessible before starting.

5. Evaluation: Run trials of the course, seek feedback, and track opportunities for improvement throughout.

5.1. 1. Formative evaluation — This occurs throughout the entire process, and provides designers and instructors with valuable data and feedback for refining the course to better help learners reach their goals.

5.2. 2. Summative evaluation — Evaluation for the finished course. This could be in the form of a written test, performance-based task, survey or questionnaire.