2. Instructional Design Framework
Ask questions throughout the process
Where are we going?
How will we get there?
How will we know we have arrived?
Make decisions throughout the process
Balance quality with timeliness
Select activities, exercises, and best method of delivery
Develop prototype and course materials
Conduct tabletop review and pilot the course
Launch
3. Keeping the Course
Analyze:
Clarify the instructional problem
Needs analysis
Consider entry skills of target audience
Analyze performance gap
Establish means to measure improvement in performance
Establish measurable instructional goals, objectives,
and metrics
Who is the
target
audience?
4. Keeping the Course
Design:
Plan instructional strategy
Select appropriate course format
Write instructional design document
Describe overall learning approach
Identify instructional media choices
Cluster and sequence objectives
Describe activities and assessments
5. Keeping the Course
Develop:
Produce instructional materials
Test through formative assessment
Tabletop review for completeness
Pilot session - rapid prototyping
Test design
Obtain learner and instructor feedback
Is the
content
accurate and
complete?
6. Rubber Meets Pavement
Implement:
Launch - deliver training to the target audience
Establish timetable for rollout
Train the trainer
Manage course logistics
Assess, redesign, and enhance product
Incorporate trainer feedback
Incorporate learner feedback
Incorporate SME feedback
7. Rubber Meets Pavement
Evaluate:
Formative evaluation occurs during development
and implementation
Summative evaluation – Kirkpatrick Levels
Response of the learner
Learner results
Learner behavior
Level of achievement of the company’s business goals
8. Instructor Guides the Way
Behaviorist view:
Provide stimulus - instruct
Prompt and reward correct responses
Cognitivist view:
Direct student through information processing
Assist learner in applying appropriate strategies
Constructivist view:
Model, but maintain student-centered environment
Coach the learner through the process of learning
Provide the necessary just-in-time scaffolding
9. Active Learners in Motion
Behaviorist View:
Learn through repetitive drill processes
Cognitivist View:
Recall prior knowledge and experiences – schema
Change mental structures to accommodate
learning
Constructivist View:
Construct learning through problem solving,
active participation, and reflection
Instructional Design is not a linear process. Instead, it is the integration of efforts from the Instructional Designer, the Instructor Guide, and the Learner. In this model, ADDIE hits the road to move learners toward professional goals.
The Instructional Designer influences the process in every phase of ADDIE. They are the ones asking questions, making decisions, and creating the final product. To ensure quality, the Instructional designer develops a prototype and conducts a tabletop review to obtain feedback from the Subject Matter Expert (SME) prior to rolling out the course. In our model where ADDIE hits the road, the Instructional Designer is the frame of the bicycle, pulling all the components and phases together in order to move the learner forward and meet market needs and business goals.
The front wheel determines the course of the learner. In this model, the front wheel keeps the course with the first three steps of ADDIE. In the first step the Instructional Designer analyzes. Several questions drive this portion of the process in order to properly aim the bike along its course.
The Instructional Designer also creates a design document to keep the learner on course. This document details many choices made for the design as well as the order of the objectives, the overall learning approach, and the activities and assessments to be used in the course.
Finally, the Instructional Designer actually develops the course, implementing the results of analysis and setting the plan in motion. This phase includes a tabletop review and pilot session to solicit feedback in order to achieve the most effective design.
The rear wheel of a bicycle is truly where the rubber meets the pavement. In the implementation phase the instructional designer manages the launch of the course.
Once the course has been implemented the Instructional Designer must ensure learning has occurred. This stage leads the process to a summative evaluation.
Once the instructor has been trained to deliver the course, she takes on a variety of roles. She may take a behaviorist, cognitivist, constructivist, or combination approach depending up on her style and the needs of the course and learner.
In order for the learner to make true progress, he must actively participate in the process. Like the instructor, the learner’s role may vary depending upon the approach taken in the design of the course and the style of the instructor. The learner must take the opportunity to provide feedback in order to ensure the ongoing quality of the instruction.
Contrary to a linear or circular representation of instructional design, this model expresses the fluidity and interconnectedness of the Instructional Design process.
