1. References
1.1. University of Washington - Instructional Design: ADDIE Model
1.2. Creating a Training Program Using the ADDIE Model
1.3. Tony Bates, Teaching in a Digital Age
2. 5. Evaluation
2.1. Step 5. Evaluation
2.2. Definition
2.2.1. Planning for instruction by doing a thorough analysis of what needs to be taught.
2.3. Action Steps
2.3.1. Formative Evaluation
2.3.1.1. Should be completed during the other steps.
2.3.1.1.1. one-to-one
2.3.1.1.2. small group
2.3.1.1.3. field trial
2.3.1.2. Assessment Questions
2.3.1.2.1. clear
2.3.1.2.2. consistent
2.3.1.2.3. objective
2.3.2. Summative Evaluation
2.3.2.1. Prove the worth of the assessment
2.3.2.1.1. reaction
2.3.2.1.2. learning
2.3.2.1.3. behaviour
2.3.2.1.4. results
3. 1. Analysis
3.1. Step 1: The Analysis Phase
3.2. Definition
3.2.1. Planning for instruction by doing a thorough analysis of what needs to be taught.
3.3. Action Steps
3.3.1. Instructional Goals
3.3.1.1. What problem are we trying to solve?
3.3.2. Instructional Analysis
3.3.2.1. What are the necessary steps to carry out the instructional goals?
3.3.3. Learner Analysis
3.3.3.1. Who are my learners?
3.3.3.2. What do they already know about the subject?
3.3.4. Learning Objectives
3.3.4.1. What should students be able to do when instruction is complete?
3.3.4.1.1. "By the time a student finishes this course, he or she should be able to _____"
3.3.4.2. What are our instructional goals and objectives?
3.3.4.2.1. Use strong verbs to write the learning objectives.
4. 2. Design
4.1. Step 2: The Design Phase
4.2. Definition
4.2.1. Planning for instruction by creating a strategy to assess, organize and deliver the course.
4.3. Action Steps
4.3.1. Design Assessments
4.3.1.1. How are you going to test your learners knowledge and skills at the end of the course?
4.3.1.1.1. use the learning analysis to plan the assessment
4.3.2. Choose a Course Format
4.3.2.1. What medium will be used to present the material to the learners?
4.3.2.1.1. blended
4.3.2.1.2. traditional classroom
4.3.2.1.3. correspondence
4.3.2.1.4. self-paced workbook
4.3.2.1.5. online
4.3.3. Create an Instructional Strategy
4.3.3.1. What are the materials required to teach the course?
4.3.3.1.1. lectures
4.3.3.1.2. readings
4.3.3.1.3. discussions
4.3.3.1.4. projects
4.3.3.1.5. worksheets
4.3.3.1.6. learning activities
4.3.3.1.7. assessments
4.3.3.2. 5 Steps of Dick and Carey
4.3.3.2.1. Preinstructional Activities
4.3.3.2.2. Content Presentation
4.3.3.2.3. Learner Participation
4.3.3.2.4. Assessment
4.3.3.2.5. Follow-through Activities
5. 3. Development
5.1. Step 3: The Development Phase
5.2. Definition
5.2.1. Preparing for instruction by developing and testing the course.
5.3. Action Steps
5.3.1. Create a Sample
5.3.1.1. Create an example of some of the materials that support the instructional strategy to get feedback and input prior to full development of the course.
5.3.2. Develop Course Materials
5.3.2.1. Fully develop the course based on the instructional strategy, feedback and sample materials.
5.3.2.2. Hold a review session for further feedback
5.3.3. Conduct a Run-through
5.3.3.1. Conduct a real-time rehearsal of the course
5.3.3.2. Create a feedback assessment
5.3.3.3. Time the course to make sure it fits the timeframe allocated.