In the first 2 blog posts on ADDIE, we introduced the 5 phases and took a close look at the first phase of the model. In this post, we will review the second phase - DESIGN.
In the design phase, the ID will strategize the course using the information determined in the analysis phase. The focus of this phase is to set learning objectives at the course and individual lesson levels, clarify content (consulting with subject matter experts), plan lessons, develop assessment tools, and determine which visual and audio media aids will be used.
When setting learning objectives, IDs should review Bloom’s Taxonomy, revised in 2001 by Anderson and Krathwohl. This model sets the six levels of cognitive learning. Learners must start with the simplest level, remembering, and move forward in order to meet the most complex level of gaining new knowledge: creating. Using this tool, IDs can create specific learning objectives for their course that reinforce the content and help the student to move through the stages of learning.
Image from Dashe & Thomson
There are three main goals that the design phase achieves: establishing course format, education strategy, and assessment.
When choosing a course format, the ID must consider the benefits and challenges of classroom course delivery, correspondence, using workbooks, how to use online resources, and how to blend format together successfully in one course.
When choosing an instructional strategy, the ID must decide:
The “pre-course” activity - this helps the student know what to expect in the course as well as set teacher and student expectations and motivate students toward their goal of course completion.
Content presentation: It is important that material is presented in a concise way with specific examples. Unnecessary or “fluff” information may make it more difficult for the learner to retain the important information.
Learner Participation and Practice: It is important that students are able to apply the knowledge they have learned.
Post-course activity: This process is a way to collect feedback about the course and reinforce the knowledge that the learners gained.
At the end of the course, the teacher should have a way to determine if the student met the established learning outcomes. Assessment and evaluation will also help the ID continue in the ADDIE process to revise parts of the course in order to better help the student.
Some questions that the ID will need to answer within these 3 goals are:
Who will design the audio, video, and graphics for the course? Will this be 3rd party, the ID, or the teacher?
What will the individual activities for the lessons be? Are interactive, individualized/collaborative, etc..?
What are the skills and knowledge sets that learners will develop from each task? Do the tasks adequately teach the learner to meet the learning objectives?
What kind of web platform or learning management system will be used?
How will the method of teaching accommodate learning preferences or styles? Will the course be adaptable to disability needs?
For a great run-down on the entire ADDIE process, checkout the below video from Devlin Peck's channel:
References
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