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How instruction or training for employees, students, adults, etc. should be done to get the best benefit...
by
the kind folks @ RFD, Star Route 6
There are quite a number of ways instruction can be designed. But, it is important to remember that the instruction to be learned should guide and shape the types of media or presentation methods that should be used to deliver it. Not the other way around, as instruction is so often done.
It is also important to remember that instruction, depending on its purpose, should be based on sound, proven psychological principles (behavioristic, cognitivist, or constructivist) and instructional models. The proper principles and models will then assist one to deliver instruction as effectively as possible, even with time and resource constraints. Efficacious instruction most often contains some type of pre and/or post assessment that lets the client know how well the instruction has done what it is supposed to do.
What does a guide or model for instruction basically contain?
Using modifications of the "ADDIE" model (Allison Rossett, 1987, "Training Needs Assessment", Educational Technology Publications, Englewood Cliffs, NJ) as a basis for this explanation, you can get an overview of the six (6) elements that an effectively designed instructional program should contain. Look for each of the 5 elements from the "ADDIE" model + "M".
The "A-1D-2D-I-E + M" follows. Click on your choice of letter of the "ADDIE" model + "M " at the left or scroll the page. You can also click on the letters just below each section or continue to scroll the page.
ANALYSIS:
(IDENTIFICATION OF THE PROBLEM): Are your students not learning as well as they should? Are your products not selling? Is there more than usual breakdowns on your production lines? Does the staff or worker morale seem low? These problems often become self-evident in the course of learning, doing our work, or living our lives or they must be found and isolated. Once they are generally identified, it is necessary to find out what is causing the problems that we perceive or know to be problems. Problems can be identified using needs assessment techniques.
Needs Assessment: Conducting a valid needs assessment should help you identify whether there is a learning, work-related, and/or personal problem. Using existing and generated data (information), one can begin to see the root causes of the problems. Needs assessments help to determine if the problem can be corrected through instruction or training or whether there just needs to be policy or procedural changes in the school, work, or personal environment to offset a continuation of the same problem or prohibit other problems from occurring.
If the problem is instruction or training related, steps can then be taken to produce effective designs and development to begin clearing up the problems using the available or needed tools and resources.
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The "A-1D-2D-I-E + M" follows. Click on your choice of letter of the "ADDIE" model + "M " above or scroll the page. You can also click on the letters just below each section or continue to scroll the page.
1DESIGN:
The learner or trainee population characteristics, psychological principles, and models of instructional or training delivery are considered at this stage. Once decisions have been made about what needs to be done to effectively deliver the instruction, including the objectives of the learning or training, the development of instruction or training begins.
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The "A-1D-2D-I-E + M" follows. Click on your choice of letter of the "ADDIE" model + "M " above or scroll the page. You can also click on the letters just below each section or continue to scroll the page.
2DEVELOPMENT:
Based on the available time, resources, and budget allowances, the instructional or training material is developed, within any constraints, that will best deliver the learning or training objectives specified in the DESIGN stage. This would include the presentation or delivery media (lecture, print, live television, videotape, computer, overhead projection, etc.). In the course of the instructional or training development, there will be periodic, informal assessments conducted to assure the developer(s) that the materials and media are on the "right track".
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The "A-1D-2D-I-E + M" follows. Click on your choice of letter of the "ADDIE" model + "M " above or scroll the page. You can also click on the letters just below each section or continue to scroll the page.
IMPLEMENTATION:
This is where the "rubber meets the road". Instruction or training is conducted based on the design objectives and the material and media production that have been developed. The actual instruction or training should have continued informal and some kind of formal assessment tools to prove that the instruction or training is doing what it should be doing, beginning the elimination of problems.
Click here to return to the top of this page.
The "A-1D-2D-I-E + M" follows. Click on your choice of letter of the "ADDIE" model + "M " above or scroll the page. You can also click on the letters just below each section or continue to scroll the page.
EVALUATION:
The "proof is in the pudding" stage. Here is where informal and formal assessments are accumulated to determine whether the instruction or training did what is was suppose to do according to the design specifications. This stage is often continuous within a agreed-upon time frame to determine the short-term and long-range effects of the instruction or training. If the instruction or training was effective, then the design proved its purpose. If not, then modifications must be made so that the originally-identified problems are addressed more aggressively. Whether to restart the above processes at any stage and whether more instruction or training can or will be provided must be negotiated in the purchase of professional services or in the course of the stages outlined above.
Click here to return to the top of this page.
The "A-1D-2D-I-E + M" follows. Click on your choice of letter of the "ADDIE" model + "M " above or scroll the page. You can also click on the letters just below each section or continue to scroll the page.
MAINTENANCE:
This stage is often left out of many instructional design models, including Rossett's (1987); however, it is of critical importance. Without periodic or scheduled check-ups or follow-ups, the newly-acquired skills and knowledge of students and employees can begin to decay rapidly (forgetting). Maintenance can be part of the service purchase agreement or can be done by the school or workplace. While there may be nothing to maintain without the above stages, the effects of the time and expense involved in the above stages will become near-extinct without maintenance. Plan for it and do it!
Click here to return to the top of this page.
The "A-1D-2D-I-E + M" follows. Click on your choice of letter of the "ADDIE" model + "M " above or scroll the page. You can also click on the letters just below each section or continue to scroll the page.
RFD, Star Route 6
This information is provided as a public service by "neo-paradigm 4", an intellectual venture for a formerly frustrated scholar. For more information, answers to questions, or comments, e-mail to the kind folks @ RFD, Star Route 6.
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