Learning Design Models




Addie 

The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools. While perhaps the most common design model, there are a number of weaknesses to the ADDIE model which have led to a number of spin-offs or variations.

It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE model; other models include the Dick & Carey and Kemp ISD models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix.

Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials. Each step has an outcome that feeds into the subsequent step.
Analysis > Design > Development > Implementation > Evaluation

Addie Phase 1

ANALYSIS

In the analysis phase, instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner’s existing knowledge and skills are identified. Below are some of the questions that are addressed during the analysis phase:

* Who is the audience and their characteristics?
* Identify the new behavioral outcome?
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion?

Addie Phase 2

DESIGN

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project’s goals. Specific means each element of the instructional design plan needs to be executed with attention to details.

These are steps used for the design phase:

* Documentation of the project’s instructional, visual and technical design strategy
* Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, psychomotor).
* Create storyboards
* Design the user interface and user experience
* Prototype creation
* Apply visual design (graphic design)

Addie Phase 3

DEVELOPMENT

 The development phase is where the developers create and assemble the content assets that were created in the design phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.

Addie Phase 4

IMPLEMENTATION

During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators’ training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), student registration.

This is also the phase where the project manager ensures that the books, hands on equipment, tools, CD-ROMs and software are in place, and that the learning application or Web site is functional.

Addie Phase 5

EVALUATION

We started our journey by studying the target audience, formulating the learning goals, and performing technical analysis. We then proceeded to choosing the format of the course and developing the educational strategy. The next step was creating a prototype and getting busy developing the course itself. In the previous installment we spoke about preparing the teachers, learners, and the environment.

Formative Evaluation

Formative evaluation runs parallel to the learning process and is meant to evaluate the quality of the learning materials and their reception by the students. Formative evaluation can be separated into the following categories:

1.      One-to-One Evaluation.

2.      Small Group Evaluation.

3.      Field Trial.

1. One-to-One Evaluation. 

Imagine that you are conducting a training teaching medical students to use an X-ray machine. You play a video explaining the basics of operating the device. One-to-one evaluation involves you gauging the effectiveness of the video taking into account the age and skillset of the target audience. It is necessary to evaluate the following aspects of the video:

·         Clarity.
Was the main idea of the video well understood?

·         Usefulness.
Did the video help in achieving the goals that were set?

·         Relevancy.
Can the video be used to good practical effect in regard to the place it takes in the curriculum and the material being studied in parallel?

It is important to keep evaluation questions clear, concise, and to the point.

2. Small Group Evaluation. 

This type of evaluation is meant to understand how well do the activities included in the course work in a group setting. Form a small group, preferably consisting of representatives of the various subgroups that make up the student body that is the course’s target audience.

When doing the small group evaluation, you should ask the following questions:

·         Was learning fun and engaging?

·         Do you understand the goal of the course?

·         Do you feel that the teaching materials were relevant to the course’s goals?

·         Was there enough practical exercises?

·         Do you feel that the tests checked the knowledge that is relevant to the course’s goals?

·         Did you receive enough feedback?

Instructional Model

As teachers, we change our instruction frequently to meet the needs of our students. There are five identified instructional models that teachers alternate between depending on the goals and audience of the lesson. Let's learn more about these five instructional models.

The e5 Instructional Model is a reference point for school leaders and teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom. The model consisits of five domains.

1. Engage

2. Explore

3. Explain

4. Elaborate

5. Evaluate

1.Engage

The teacher fosters positive relations with and between students and develops shared expectations for learning and interacting. They stimulate interest and curiosity, promote questioning and connect learning to real world experiences. The teacher structures tasks, elicits students’ prior knowledge and supports them to make connections to past learning experiences. They present a purpose for learning, determining challenging learning goals and making assessment and performance requirements clear. The teacher assists students to consider and identify processes that will support the achievement of the learning goals.

2. Explore

The teacher presents challenging tasks to support students to generate and investigate questions, gather relevant information and develop ideas. They provide tools and procedures for students to organise information and ideas. The teacher identifies students’ conceptions and challenges misconceptions. They assist students to expand their perspectives and reflect on their learning. The teacher is mindful of the learning requirements of the task, attentive to student responses and intervenes accordingly

3. Explain

The teacher provides opportunities for students to demonstrate their current level of understanding through verbal and non-verbal means. They explicitly teach relevant knowledge, concepts and skills. This content is represented in multiple ways. The teacher provides strategies to enable students to connect and organise new and existing knowledge. They assist students to represent their ideas, using language and images to engage them in reading, writing, speaking, listening and viewing. The teacher explicitly teaches the language of the discipline. They progressively assess students’ understanding and structure opportunities for students to practise new skills.

4. Elaborate

The teacher engages students in dialogue, continuously extending and refining students’ understanding. They support students to identify and define relationships between concepts and to generate principles or rules. The teacher selects contexts from familiar to unfamiliar, which progressively build the students’ ability to transfer and generalise their learning. The teacher supports students to create and test hypotheses and to make and justify decisions. They monitor student understanding, providing explicit feedback, and adjusting instruction accordingly.

5. Evaluate

The teacher supports students to continuously refine and improve their work using assessment criteria in preparation for a performance of understanding. They integrate evidence from each phase, formally recording students’ progress against learning goals. The teacher provides feedback and assists students to evaluate their progress and achievements. They support students to reflect on their learning processes and the impact of effort on achievement. The teacher guides students to identify future learning goals.

Student's Role vs Teacher's Role


i) Student's Role

The most important thing when engaging students in any role in school is to acknowledge their first duty: Learning. Their learning is paramount to being meaningfully involved throughout schools. Learning through meaningful student involvement should include: stated learning goals, meaningful action, and sustained, deep reflection.

Following are a several roles students can have that can transform schools and education forever.

·       Students as Facilitators. Knowledge comes from study, experience, and reflection. Engaging students as learning guides and facilitators helps reinforce their commitment to learning and the subject they are teaching; it can also engage both young and older learners in exciting ways.

·         Students as Researchers. Identifying issues, surveying interests, analyzing findings, and developing projects in response are all powerful avenues for Student Voice.

·         Students as Planners. Planning includes program design, event planning, curriculum development, and hiring staff. Students planning activities can lend validity, creativity, and applicability to abstract concepts and broad outcomes.

·         Students as Organizers. Community organizing happens when leaders bring together everyone in a community in a role that fosters social change. Students community organizers focus on issues that affect themselves and their communities; they rally their peers, families, and community members for action.

·         Students as Advocates. When students stand for their beliefs and understand the impact of their voices, they can represent their families and communities with pride, courage, and ability.

n

iiii) Teacher's Role

Teacher Education provides a platform to student-teachers to acquire the required knowledge, skill and develop positive attitude, values and beliefs. This can be done with the help of the provided curriculum. And the quality of teacher produced in any institution invariably depends on the curriculum offered to them during their training period. After reviewing various researches on the curriculum and significant role of teachers’ in framing the curriculum the process of curriculum development was decentralized.

The process of curriculum framing and preparation of textbooks be decentralized so as to increase teachers’ involvement in these tasks. Decentralization should mean greater autonomy within the state/district. As curriculum is the best mean of overall development of students. And teacher is mediator between curriculum and students. She/he knows various needs of students, educational institutions, industries, parents (stakeholders).

     The quality of teacher education is maintained by curriculum of Teacher Education. The curriculum development is dynamic process. The paper will dealt with the following objectives such as1. To explain the curriculum development process. To explain the role of the teacher as curriculum developer.3.To communicates the best practices in the context of curriculum development. The present paper will discuss the role of teachers’ in curriculum development for teacher education. Keywords: curriculum development, teacher education, curriculum developer.