ADDIE

1. ANALYSIS

1.1. 1. Who is the audience and their characteristics?

1.2. 2. Identify the new behavioral outcomes

1.3. 3. What types of learning constraints exist?

1.4. 4. What are the delivery options?

1.5. 5. What are the online pedagogical considerations?

1.6. 6. What is the timeline for project completion?

2. DESIGN

2.1. 1. Identify the learning objectives.

2.1.1. Translate the program objectives into terminal and enabling learning objectives

2.2. 2. What are the assessment instruments to be used?

2.2.1. Quantify project development, implementation, and evaluation costs and effort required?

2.3. 3. What are the exercises to be used?

2.3.1. Define training administration requirements.

2.4. 4. What are the content?

2.4.1. Determine program structure and sequence, determine program duration and pace

2.5. 5. What type of subject matter analysis, lesson planning to be used?

2.5.1. Define implementation of training requirements

2.6. 6. What are the media selections to be considered?

2.6.1. Decide program format and mode of delivery, articulate the transfer of learning methods and workplace support.

3. DEVELOPMENT

3.1. 1. Create and assemble the content assets that were created in the design phase.

3.2. 2. On this stage, the project is reviewed and revised accordingly to any feedback given.

4. IMPLEMENTATION

4.1. 1. The stage where the procedure for training the facilitators and learners is developed.

4.1.1. The facilitators training should cover course curriculum, learning outcomes, method of delivery, and testing procedures.

4.2. 2. It is also very important that on this stage, you train the learners on the technology on which the learning will take place.

5. EVALUATION

5.1. 1. Formative - is present at each stage of ADDIE processes

5.2. 2. Summative consists of test design and preparing opportunities for feedback from the users.

5.3. • Did we meet the goals as set out in the analysis phase? • Take feedback and place back into the analysis phase. • Identify other training requirements. • Possible change in media types or approach.

6. What is the point of the training? Why are we doing it? What type of behavioral change is desired? Will training actually help?

7. "How can we improve the situation and achieve business goals through training?"- TNA

8. Create a storyboard of your ideas and/or create a prototype/ blueprint so you can quickly communicate with other stakeholders the value of the training.

9. At this stage, you can begin to create the courses. (Adding graphics, choosing colors and deciding on fonts, ensuring correct grammars and spellings)

10. The delivery, tracking, and reporting are all handled by the LMS.