Get Started. It's Free
or sign up with your email address
A D D I E by Mind Map: A D D I E


1.1. Procedure

1.1.1. Prepare the teacher Identification Schedule Train the Trainer - Review the original performance gap - Acquire additional expertise in the content area, if necessary - Practice facilitating the newly developed instructional strategies - Practice using the newly developed learning resources - Prepare for managing potential challenges - Obtain certification [if appropriate]

1.1.2. Prepare the student Focus 1. Identification 2. Schedule 3. Pre-course 4. Communication Tracking Indicating Total number of students who will participate in the instruction , Number of students per class , Meeting venues Class lists


2.1. Procedure

2.1.1. Determine evaluation criteria levels of evaluation: Level 1: Perception Level 2: Learning Level 3: Performance

2.1.2. Select evaluation tools Survey  Questionnaire  Interview  Likert Scale  Open-ended questions  Examinations  Role plays  Observations  Practice  Simulations  Authentic work tasks  Performance checklists  Supervisor assessments  Peer reviews  Observations

2.1.3. Conduct evaluations

2.2. Componen Evaluation

2.2.1. A summary outlining the purpose, data collection tools, timing and person or group responsible for the level of evaluation

2.2.2. A set of summative evaluation criteria

2.2.3. A set of evaluation tools

2.3. Result


3.1. Procedure

3.1.1. Validate the Performance Gap Components of an Analysis Performance Assessment Purpose Statement List of Instructional Goals Learner Analysis Required Resources Potential Delivery Systems Project Management Plan

3.1.2. Determine Instructional Goals

3.1.3. Analyze Learners

3.1.4. Audit Available Resources Thecnology Instructuional Facilities Human Resources

3.1.5. Recommend Potential Delivery Systems Delivery systems Physical Face-to-Face Meetings Computer-based Training Internet-based Learning Management Systems Video Blended (two or more of the above) 9 Potential delivery system Identify the delivery options under consideration Estimate the length of time for each delivery option under consideration Compute cost for the Analyze Phase [actual] Estimate cost for the Design Phase Estimate cost for the Develop Phase Determine Potential Delivery System Estimate cost for the Implement Phase Estimate cost for the Evaluate Phase Total the estimated costs for all five ADDIE phases Provide an estimated cost range

3.1.6. Compose a Project Management Plan

3.2. Output

3.2.1. Determine if instruction will close the performance gap

3.2.2. Propose degree to which instruction will close the gap

3.2.3. Recommend strategies to close the performance gap based on empirical evidence about the potential for success

3.3. Summary

3.3.1. A Performance Assessment Report

3.3.2. A Purpose Statement

3.3.3. A List of Instructional Goals

3.3.4. A Student Profile

3.3.5. A List of Required Resources

3.3.6. Potential Delivery Systems

3.3.7. A Project Management Plan


4.1. Procedure

4.1.1. Conduct a task inventory Performance Task Cognitive tasks Motor tasks Procedural tasks

4.1.2. Compose performance objectives

4.1.3. Generate testing strategies Did the student demonstrate the required performance? Did the student meet the criteria for performance? Did the student perform under the condition specified?

4.1.4. Calculate return on investment Calculating ROI Calculate the training costs, Calculate the benefits derived from the training, Compare the training benefits to the training costs

4.2. Result / Out put

4.2.1. A Task Inventory

4.2.2. A Comprehensive List of Performance objectives

4.2.3. A Complete Set of Test Items

4.2.4. A Comprehensive Testing Strategy

4.2.5. A Cost–Benefit Calculation


5.1. Procedure

5.1.1. Generate Content Concept Motivation, rate, style Theory Middle Activities Demonstrations, Roleplays, Simulations, Discussions, Presentations, Case-based exercises, Project-based exercises, Games, Observation, Group question, development, Peer teaching, Peer review Beginning Activities 1. Begin episodes with Motivational tasks (gain students’ attention), 2.Information about the expectations (clarify the objectives),  3. Confirmation of the prerequisites (review knowledge and skills required to start this episode) Ending Activity 1. Debriefs at the end of activities 2. Transitions from one episode to another episode 3. Review activities 4. Summaries 5.Action Plans Practice

5.1.2. Select or Develop Supporting Media Develop 1. Media = Concept or theory 2. Visual 3. Kinesthetic  4. Audiothery

5.1.3. Guidance for the Student Develop

5.1.4. Guidance for the Teacher

5.1.5. Conduct Formative Revisions Data sources include 1. Individual Item 2. Analysis Embedded 3. Test Item 4. Pre-tests 5. Post-tests 6. Attitude Questionnaire Observation

5.1.6. Conduct a Pilot Test Procedure The students in the Pilot Course should represent the exact same group of students for which the course was designed. A facilitator should lead the instruction from the identified facilitator group. The client (or person who has the final decision as to the recommendation for implementation) should observe the Pilot Test.

5.2. Result

5.2.1. 1. Lesson plans 2. Sources for additional content 3. Instructional strategies 4. Selected media to facilitate the learning process 5. A comprehensive set of directions that will offer guidance to the teacher as he or she interacts with the students during the course of the planned instruction 6. A comprehensive set of directions for each instructional episode and independent activities that facilitate the student’s construction of knowledge and skills 7. A summary of significant revisions 8. The results of a pilot test