ADDIE
Analysis
ADDIE Framework Analysis
Analysis consists of:
Determine overall goals
Assess learning needs (i.e. Knowledge or performance gaps in existing or desired behaviors)
Identify larger audience
Determine delivery environment
Instructional Analysis:
1. Context Analysis
a. Needs Assessment
To assure instruction is the appropriate solution given the problem presented
To gain information on the characteristics of potential users, the learning environments, the perceived need for the instruction, and the instruction task before investing time and resources in the costly production of instructional materials
At the end of needs assessment, the reasons for developing instruction must be very clear
Needs Assessment then leads to a Problem Statement or Learning Goals
- Problem Model o Caused by Learning
Yes – Question then becomes is there already instruction yes or no
No – Other solution is required (i.e. performance technology)
- Innovation Model o New Goals – are they appropriate
- Discrepancy Model o What are the goals? Are they being accomplished?
Based on the model you chose and determination of appropriate analysis will lead you to Development
Needs Assessment Phases:
- Define The Problem o Identify key business / educational goals not being met, individual performance goals related to unmet business goals, determine gaps in performance
- Analyze The cause of the problem o Determine cause for the gaps
Gaps can be identified thru the use of
Surveys
Interviews
Site visits
Group discussion
Questionnaires
Records, reports, or other written material
- Select Solutions to address causes o Identify and prioritize solutions to address causes
After gaps are identified you can identify solutions and create goals
- The goals will be clear concise statements of learner outcome that are related to an identified problem and needs assessment that aligns with important organizational needs achievable through instruction. Broad statements of what students will be able to do in the performance context, and where we want our participants to be, and the objectives are the steps necessary for getting there.
The goals will consist of the 5 W’s Who, What, When, Where and Why
Will the development of this instruction solve the problem that led to the need for it?
Are these goals acceptable to those who must approve this instructional development effort?
Are there sufficient people and time to complete the development of instruction for this goal?
b. Learning Environment Analysis
- Key point: do not design an instruction that cannot be implemented in client’s organization
Methods
Interviews
Site Visits
Observations
Any other relevant methods
2. Analysis includes
Characteristics of instructors / trainers
Existing curricula
Hardware, equipment, resources, etc.
Characteristics of space (facilities / Classrooms)
Characteristics of school system or organization
Philosophy and taboos of the larger community
Though there are a variety of learning environments they all have constraints and must be understood to maximize instructional strategy, with the understanding that the learning environment will most likely be different from performance environment. Additionally, you may know learning environment the instruction will be implemented in, but sometimes you will need to determine that environment.
2. Learner Analysis
Why
To know who your learners are and how they prefer to learn
To scope the intended learning tasks and learning environments
To know where your learners are in reference to the intended learning goals
To effectively determine the scope of our design
Common error resulting from failure to analyze the characteristics of an audience is assuming that all learners are alike. An even more common error is assuming that learners are like the designers
Who are the learners
Gender, age, educational backgrounds, social economic status, disabilities, cultural considerations
What are cognitive, psychomotor, affective, and social characteristics?
Information collected can help determine 1. What instructional content is needed 2. Where the instruction should start
What to know about learners
Prior knowledge / experience of the topic area
Attitudes toward content and potential delivery system
Motivation to learn
Educational and ability levels
General learning preferences
Attitudes toward the organization giving the instruction
Group characteristics
4 major areas of learner characteristics
Cognitive – mental / intellectual capabilities
Physiological – physical capabilities
Affective – attitudinal considerations
Social – important for group work
Motivation drives learning and directly effects learning efforts.
Often neglected in instructional design (ID)
Intrinsic vs extrinsic motivation
Cognitive Style
Though we can agree that learns have different cognitive styles, it is also true that we can not develop an ID system that is specific to each one. So, we need to focus on incorporating sensory modality that is learner-centered and based on prior knowledge. This will allow for the maximization of learning regardless of cognitive style.
3. Task Analysis
4 steps
Identify the tasks
Breakdown the tasks
Identify steps in subtasks
Review your task analysis
Key factors to take into account in each step
Frequency – how frequent is task preformed
Difficulty – what is the level of proficiency?
Criticality – how important is this to overall success of the job?
Questions you should be asking:
What is not happening that should be happening?
What leads you to believe your needs will be addressed by training / education?
What indicators or measures of performance suggest that there is a problem?
What is causing this problem?
What solutions are most likely to close gap in results?
Where will the instruction take place?
What considerations are there affecting instructional delivery in this physical or virtual environment?
What resources exist? Financial? Personnel? Facilities? Equipment? Etc.?
Is the learning environment compatible with instructional requirement as well as learner needs?
Is the learning environment feasible of simulating the performance site (workplace)?