ADDIE Model

ADDIE model as it would apply to that task; classify each step, by citing an example of what would occur at that step.  State on your blog and webpage (in writing) how you could apply this information in your work setting after reviewing the following videos.

Analysis:

Analysis is the first phase of the training model. During this phase, trainers analyze all aspects of a training problem and begin seeking answers while proposing a solution. Timelines are established, training objectives are created, and first outlines of the training program begin to take shape. Potential causes and possible solutions are explored, and initial budgets are proposed. Barriers to success are investigated, and the target audience is analyzed. Great training solutions must begin with analysis.

·        Examples:

I analyze my learners and gather as much information as I can on them.

I analyze my broad goals for the lesson or unit. I ask myself: What is it I’m hoping to achieve?

 Design:

Design is the phase of the training model where learning objectives and outcomes are determined. The core of the potential training solution is created and explored. Storyboards and initial prototypes of the training solution are proposed and reviewed with the client. Feedback is received, and initial training solutions begin to take shape. Types of training solutions, classroom, web-based and blended learning programs are discussed and explored. Much like an architect's renderings, the blueprint for your training solution begins to take shape.

·        Examples:

I identify learning objectives; what specific skills and knowledge do I wish my students to obtain? For example, “Student will be able to….

I identify outcomes; how will I know that my students have achieved their learning objectives?

How will I assess learning?

Development:

Development is the phase of the training design model where the training program is created and written. Whether the program is classroom-based or designed to be taken online, materials are created and produced in this phase. The design phase produced the outline or blueprint, but it is in this portion of the training model where everything comes together in production. Supporting materials are produced, trainers are trained, and the target audience is notified of the training dates.

·        Examples:

I develop my instructional strategies; I facilitate students in learning the objectives I’ve identified so that they are able to achieve the outcomes I’ve set for them?

I plan the logistics; by grouping students and arrange the classroom.

I decide what tools and materials will students have available to them?

 Implementation:

Your training program is delivered to your employees in the implementation phase of the training model. Classes are taught or taken online. Students receive their training and practice how to use their new skills. Materials and training products are distributed to participants, and classes begin. Initial results are measured, and the program begins to take shape in your company. If the preceding phases are conducted properly, implementation runs smoothly and the training is taken and received as it was intended.

·        Example:

I try out my lesson plans and units with my students.

Evaluation:

Evaluation completes the training model. Measuring the results of your training program begins during the implementation phase. Learning is measured after each class, and results are analyzed. Evaluation of the entire program is conducted after all the training is completed. Measurements and feedback determine whether adjustments to the initial design are needed, and results are reviewed with the client. Students are contacted and instructors, designers, developers and anyone involved with the program meet for a "lessons learned" review. The model then begins again.

·        Example:

I ask myself:

·        Was I successful?

·        Did my students learn?

·        Did they have fun doing it?

·        What should I change for the next time?

 I would apply this information on my lesson plans. Ex. Lesson Plan:

Analyze:

•Design of course – This lesson is intended to last over two class periods. The students will remain in a classroom setting starting with a group discussion lead by the teacher. The classes will then divide into small groups and complete the lesson.

•Audience

◦Elementary Students grade(s): 3rd

◦Subject area: science

•Objectives

◦Students will understand the following:

◾Technology is defined as "any invention, including tools, machines, materials, techniques, and sources of power, that makes people's work easier."

◾The history of technology really begins in prehistoric times. 

·        Identify Environment and Delivery – The environment is the classroom, where computers with internet access are available for research. In addition, research materials on the history of technology are needed.

Design:

•Procedures

◦Ask the students what they think of when they hear the word technology.

◦Divide your class into groups, and have each group meet to brainstorm a list of at least 10 technological advances they think should be included on a time line of the most important technological advances in human history.

◦Next, have students do research to find the dates for the technological advances they plan to include on their time lines.

◦Students can make their time lines on long strips of paper

◦When all groups have completed their time lines, display them around the classroom.

◦Invite students to compare the time lines to see which technological advances were included on most of them.

 Develop:

•Vocabulary: Before the lesson begins review some of the words that will be used in the lesson. This might even spark a different discussion.

◦Abacus:

◾Definition: A manual computing device consisting of a frame holding parallel rods strung with movable counters. Context: This is an abacus. This counting machine was first used in China and the Middle East.

◦Central Processing Unit

◾Definition: The part of a computer that interprets and executes instructions. Context: The bits are sent to the computer's brain, the CPU, where they are translated back into words and pictures and symbols on the screen.

◦E-mail

◾Definition: Messages sent and received electronically via telecommunications links. Context: You can send an e-mail message from the U.S. to almost anywhere in the world in just seconds.

◦Modem

◾Definition: A device that converts information from your computer into signals that can travel through telephone lines. Context: A modem takes information from your computer and turns it into a signal that can travel through the telephone lines.

◦Uniform Resource Locator (URL)

◾Definition: The address of a Web page, which allows people to find the page on the Internet. Context: A Web page address is called a URL; that is an acronym that stands for uniform resource locator.

◦Scanner

◾Definition: A device that allows one to convert pictures into images on the computer. Context: You can also use a scanner to turn pictures into images on the computer that you can put on your Web site.

Implement:

• Procedures

◦Ask the students what they think of when they hear the word technology. Ask them when they think technology began.

◦Let students know that technology is defined as "any invention, including tools, machines, materials, and sources of power, that makes people's work easier." Then ask them to reconsider their ideas about when technology began. They should realize that technology began the first time a human, or even a pre-human, used a stick or a rock as a tool or a weapon. Such advances as the ability to make fire, the development of agriculture, and the use of simple machines such as the lever or the inclined plane count as technology, as do electricity, nuclear power, and the computer.

◦Divide your class into groups, and have each group meet to brainstorm a list of at least 10 technological advances they think should be included on a time line of the most important technological advances in human history.

◦Next, have students do research to find the dates for the technological advances they plan to include on their time lines. (Prehistoric technology can be dated simply by the word "prehistoric.")

◦ Students can make their time lines on long strips of paper they cut out of tape together or on brown paper that comes in rolls. Time lines should include illustrations of the technological advances students with to highlight.

◦When all groups have completed their time lines, display them around the classroom. Invite students to compare the time lines to see which technological advances were included on most of them.

•Discussion Questions

◦ Debate the issue of computers that think on their own. What would be the advantages of this level of computer intelligence? What would be the disadvantages?

◦How would your school be different if there were no computers? Survey the different parts of your school (office, cafeteria, etc.) to find out where computers are used. Discuss how work would be done without computers to help us.

◦ Describe how your class might use e-mail.

◦what information might your class want to share on a Web site? Remember this information could be text, photographs, drawings, sound, or video. Explain you design for a Web site.

Evaluate:

•Did the students achieve expected learning outcomes?

◦You can evaluate groups on their time lines using the following three-point rubric:

◾Three points: includes more than 10 items; dates accurate; illustrations included; time line carefully prepared

◾Two points: includes at least 10 items; most dates accurate; illustrations included; time line satisfactorily prepared

◾One point: includes less than 10 items; several inaccurate dates; few or no illustrations; time line carelessly prepared

•Adaptations

◦Have students choose one of the six simple machines—inclined plane, lever, pulley, wedge, wheel and axle, or screw—and make a model or draw a picture of it.

•Extensions

◦Technology Election

Have the class hold a "nominating convention" for the single most important technological advance in human history. For each advance nominated, have students who would vote for it meet to prepare a "campaign speech" that will persuade classmates to agree with them. After speeches have been given, hold an "election" to see which technological advance the majority of students in the class think is most important.

◦Make a Model

Have interested students work together to make models of the technological advances they consider most important. If a group of students chooses something too complex for a model (e.g., a computer), the group members can produce a labeled diagram instead.