From my previous post, we learned about the ADDIE model and its 5 phases. In this post, let's take a deep dive into the first part of that model. The first phase is Analysis:
“In this phase of the model, the ID [instructional designer] forms the essential questions of the course content and answers them. IDs define the learning outcomes by asking the "who, what, why, where, when, and how" questions. If the ID is not the subject matter expert, then they are consulting SMEs in order to answer these questions.”
- Em Rademaker, blog post The ADDIE Model
If we were planning a road trip from New York to Los Angeles, we might run into trouble getting to our destination without a map and some pre-trip logistics. This is essentially the function of the Analysis phase in the ADDIE model. We are planning our trip to ensure we get to our destination on time, on budget, and seeing only our pre-selected tourist stops on the way.
In order to plan out our journey to learning, we start first with the most basic questions: what is the course about? Whether accounting, music, or history, IDs need to identify the scope of the course. What are our learning goals? When a student completes this course, will they have a thorough understanding of beginning Spanish language or perhaps understand the principles of chemistry? This includes establishing the needs of the learners and may address a knowledge gap, as well as, the specific learning objectives of the course content.
We also need to know for whom the course is? IDs need to think through all the characteristics of their target demographic. Are the learners high school students or college-age? Are they starting this course with an assumed foundation of knowledge? Do they have technology limitations?
Next we are identifying how the course will be delivered. This steps helps IDS to know what resources will be required for the course. What technology will the ID need to develop the course content and what technology skills will the learner need in order to utilize and absorb the course content. The ID may need to know certain audio and visual content development tools, while the student might only need to be able to log on to Youtube. It is important while answering these questions to determine if there will be any accessibility accommodations your students might need to ensure all learners can access your course.
We also must outline the course structure. Will students listen to a lecture, participate in discussion, write essays, or take tests? When completing the sections of this course, how will the student's success in the course be assessed?
After answering all of these questions, we will enter the next phase of the model with a clear understanding of our course basics. Our trip to Los Angeles is taking shape. In the next post, we'll explore the DESIGN phase in more detail.
For a great video explanation of the Analysis Phase, check out the video below from Chrisyitine's channel on Youtube.
References:
Innovate with leading people analytics solutions - https://hrforecast.com/