ADDIE for Introducing First-Time Undergraduate Students to Study Skills

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ADDIE for Introducing First-Time Undergraduate Students to Study Skills by Mind Map: ADDIE for Introducing First-Time Undergraduate Students to Study Skills

1. Analyze: determine who, what, and why the students are interested in this topic

1.1. Project who the students are and their background knowledge/level of expertise on the subject

1.2. Utilize a possible pre-test of the students to gauge knowledge levels and understanding of various study skills and strategies

1.3. Evaluate what students have been exposed to previously and see what connections are needed from previous learning to expand/connect to the new learning goals being developed on the content

1.4. Develop the specific learning goals for what content you wish the students to learn based on the program goals and outcomes.

2. Design pathways and course/knowledge/skill content

2.1. Using the possible pre-test information, evaluate the proposed learning goals/outcomes and concepts of what you want the students to achieve and be able to do with the information

2.2. Consider possible pathway(s) for content/knowledge/skills to be covered, level and use of knowledge (remember, understand, apply, evaluate, create) and build from one concept to the next with the intended knowledge level/use

2.3. Determine projected costs, formats, time, and resources needed for the course environment and stages

3. Develop designed pathways through different formats and activities

3.1. Taking the pathway(s) created in the design stage, develop the course modules and learning segments

3.2. Consider pathway(s) that lead from remember to the next learning level (understand/comprehend) and so forth, or simply focus the student on a level of knowledge and reinforce through different exercises

3.3. Develop different course formats to cover different learning objectives and approaches, preferably building from lower order thinking skills to higher order thinking skills, if possible.

3.4. Run practice tests and simulations on formats and pathways to ensure connections and intended development of skills and knowledge for the student

4. Implement structured course pathways and activities

4.1. Execute the modules and learning segments based on the pathways regarding the subject and the learning levels that will achieve the goals established in the design phase

5. Evaluate format, activities, and student responses to learning goals developed in analyze stage

5.1. Assess the techniques, activities, formats, and student responses to the learning goals and outcomes

5.2. Seek feedback from students as to what they felt they learned, how they best learned the material through the course formats, and what could be improved to the process for the next version.