During this module, I completed ADDIE Explained, an Open Educational Resource that discusses the ADDIE model of Instructional Design. According to the ADDIE model, an instructional designer should consider the following steps when developing instruction:
During this module, I completed ADDIE Explained, an Open Educational Resource that discusses the ADDIE model of Instructional Design. According to the ADDIE model, an instructional designer should consider the following steps when developing instruction:
- Analysis
- Design
- Development
- Implementation
- Evaluation
I enjoyed starting this course with a topic so relevant to my goals as an Instructional Designer. Completing the ADDIE checkpoints reinforced what I have learned in the past about the field of instructional design. It served not only as a refresher but also as an introduction to some new ideas about the process of designing instruction.
I enjoyed starting this course with a topic so relevant to my goals as an Instructional Designer. Completing the ADDIE checkpoints reinforced what I have learned in the past about the field of instructional design. It served not only as a refresher but also as an introduction to some new ideas about the process of designing instruction.
Although I was familiar with Instructional Design prior to this module, ADDIE was new to me. I had studied the Dick and Carey Instructional Model in the past, but I enjoyed learning this new approach! I prefer the simplicity of ADDIE; each step is clearly defined, and the acronym is helpful!
Although I was familiar with Instructional Design prior to this module, ADDIE was new to me. I had studied the Dick and Carey Instructional Model in the past, but I enjoyed learning this new approach! I prefer the simplicity of ADDIE; each step is clearly defined, and the acronym is helpful!
ADDIE.docxAfter learning about ADDIE, I read Danielle Hart's article, "2019 Instructional Design Trends and Learning Trends: The Exosystem Evolves." In her article, Hart discusses eleven "sticking points" (recent trends and challenges) seen in instructional design.
After learning about ADDIE, I read Danielle Hart's article, "2019 Instructional Design Trends and Learning Trends: The Exosystem Evolves." In her article, Hart discusses eleven "sticking points" (recent trends and challenges) seen in instructional design.
I think Worrying About Learning Retention is one of the most critical challenges discussed in Hart's article. Teaching is not effective if learning is not retained. To address this challenge in my own teaching and designing, I would implement a design that engages students through game-based learning.
I think Worrying About Learning Retention is one of the most critical challenges discussed in Hart's article. Teaching is not effective if learning is not retained. To address this challenge in my own teaching and designing, I would implement a design that engages students through game-based learning.
Game-based learning is especially beneficial when it comes to retention. Elementary students who struggle to memorize multiplication facts, for example, can practice and retain those facts easier through a digital or physical game. I believe this in turn leads to learning retention for two reasons. First, educational content can easily be broken down into chunks through levels, milestones, or checkpoints. This is an example of microlearning, which the article also emphasizes. Additionally, games can be extremely motivating for students. Hart mentions a group of students who created a learning artifact to retain information. Although an educational game is not an artifact created by students, I believe it will interest and engage students in a similar way.
Game-based learning is especially beneficial when it comes to retention. Elementary students who struggle to memorize multiplication facts, for example, can practice and retain those facts easier through a digital or physical game. I believe this in turn leads to learning retention for two reasons. First, educational content can easily be broken down into chunks through levels, milestones, or checkpoints. This is an example of microlearning, which the article also emphasizes. Additionally, games can be extremely motivating for students. Hart mentions a group of students who created a learning artifact to retain information. Although an educational game is not an artifact created by students, I believe it will interest and engage students in a similar way.
Although every aspect of ADDIE will be essential in implementing a product that keeps students engaged through game-based learning, I would focus mostly on the design phase. I think design is important in terms of determining the "chunks" of content and how they relate to Bloom's and Gagne's taxonomies. The main reason I believe design should be emphasized heavily is that sequencing will be crucial to this gamified design. If the goal is to improve retention through "chunks" and high levels of engagement, the sequence of the content is essential. The game must be sequenced and broken into levels that promote learning and retention. In the end, the game will be able to accomplish Gagne's nine events, from "gaining learner's attention" to "enhancing retention and transfer," with these two specific steps being especially essential. I also believe design is key due to the multimedia nature of game-based learning. Graphics, narration, text, and other forms of media will influence the game's overall effectiveness.
Although every aspect of ADDIE will be essential in implementing a product that keeps students engaged through game-based learning, I would focus mostly on the design phase. I think design is important in terms of determining the "chunks" of content and how they relate to Bloom's and Gagne's taxonomies. The main reason I believe design should be emphasized heavily is that sequencing will be crucial to this gamified design. If the goal is to improve retention through "chunks" and high levels of engagement, the sequence of the content is essential. The game must be sequenced and broken into levels that promote learning and retention. In the end, the game will be able to accomplish Gagne's nine events, from "gaining learner's attention" to "enhancing retention and transfer," with these two specific steps being especially essential. I also believe design is key due to the multimedia nature of game-based learning. Graphics, narration, text, and other forms of media will influence the game's overall effectiveness.
As with most instructional designs, the stakeholders for this design will include the instructional designer, a subject-matter expert, the supervisor, the client, and the learners. However, this design will also require a game developer who is skilled in designing and creating digital or physical games. It might even be beneficial to include an entire team simply for the game development aspect: game developer(s), artist(s), and programmer(s).
As with most instructional designs, the stakeholders for this design will include the instructional designer, a subject-matter expert, the supervisor, the client, and the learners. However, this design will also require a game developer who is skilled in designing and creating digital or physical games. It might even be beneficial to include an entire team simply for the game development aspect: game developer(s), artist(s), and programmer(s).
Given the focus of this game, the main outcome will be learning retention. Can the learner retain the information days, weeks, and months later? If not, the game is not effective in improving retention. However, I would also want to see significant levels of engagement at the end of the process. If the design does not prove to be especially engaging to students, what sets it apart from other designs?
Given the focus of this game, the main outcome will be learning retention. Can the learner retain the information days, weeks, and months later? If not, the game is not effective in improving retention. However, I would also want to see significant levels of engagement at the end of the process. If the design does not prove to be especially engaging to students, what sets it apart from other designs?
Lastly, I would deal with learners who are reluctant to participate preemptively in the learner analysis phase. By focusing on the WHO of the design, I will be able to implement ideas and methods that pertain to the target learners themselves. Of course, I acknowledge that reluctant learners might still emerge. Therefore, the game will include elements that are motivating to most, if not all, students. Learners will earn and spend points (maybe coins or stars), reach goals, design their own characters, etc. Overall, the design will offer students a unique and personalized learning experience that is likely to keep them more engaged than a traditional lesson. This engagement—combined with the focus on microlearning elements/"chunks"—will lead to a higher chance of learning retention in students.
Lastly, I would deal with learners who are reluctant to participate preemptively in the learner analysis phase. By focusing on the WHO of the design, I will be able to implement ideas and methods that pertain to the target learners themselves. Of course, I acknowledge that reluctant learners might still emerge. Therefore, the game will include elements that are motivating to most, if not all, students. Learners will earn and spend points (maybe coins or stars), reach goals, design their own characters, etc. Overall, the design will offer students a unique and personalized learning experience that is likely to keep them more engaged than a traditional lesson. This engagement—combined with the focus on microlearning elements/"chunks"—will lead to a higher chance of learning retention in students.