The final phase in the ADDIE Model is the evaluation phase the evaluation phase of the ADDIE Model tells the instructor about the effectiveness of the instructional material. The evaluation phase provides feedback and can answer the following questions: 

• Have learners obtained the knowledge and skills that are needed?
• Are our instructional goals effective for the requirements of the instructional program?
• Are our learners able to transfer their learning into the desired contextual setting?
• Do our lesson plans, instructional material, media, assessments, etc. meet learning needs?
• Does the implementation provide effective instruction and carry out the intended lesson plan, and instructional objectives?
• Do we need to make any changes to our design to improve the effectiveness and overall satisfaction with the instruction?

Key takeaways from the Implementation Chapter include:

• It is important to develop a knowledge base about what the process of evaluation entails
• Formative evaluation is the process of ongoing evaluation throughout the design process for the betterment of the design and procedure within each stage
• Formative evaluation utilizes data from media, instruction, and learners’ engagement to formulate a picture of learning from which the designer can make changes to the product before the final implementation
• To effectively conduct formative evaluation, instructional designers must consider a variety of data sources to create a full picture of the effectiveness of their design.
• Connoisseur-based evaluations provide instructional analyses, performance objectives, instruction, tests, and other assessments to verify objectives, instructional analysis context accuracy, material appropriateness, test item validity, and sequencing. 
• When using decision-oriented evaluations, instructional designers must make choices within the program of study being developed that require reflective thought and consideration.
• The primary focus for objective-based evaluations is to examine the goals of a course of instruction and analyze the success of the learner’s performance. 
• “Public relations evaluations should happen during the later stages of development because the presentation of underdeveloped programs may do more harm than good in the development process. 
• The summative evaluations ask the question, “Did you solve the problem?”
• Summative evaluations can also be used to assess the effectiveness of learning, efficiency, and cost-effectiveness, and lastly attitudes and reactions to learning.
• The ongoing value of learning is the driving question behind confirmation evaluation
• The confirmative evaluation seeks to answer questions about the learner and the context for learning
• Design decisions, like the sequencing strategies used, and the instructional message, are once again areas to use formative assessment
• Validity learning and reliability- the evaluation measures, learning, and the evaluation is a consistent measure
• Four types of validity:
  • Content Validity
  • Construct Validity
  • Concurrent Validity
  • Predictive Validity

For my course, my goal is to teach educators how to use social media in the classroom. My instructional material includes information on the importance of social media in the classroom, which platforms cater to specific educational goals, and how to create an initial post. To evaluate the effectiveness of the instructional material, learners were tasked with responding to a discussion post as a formative assessment. This assessment allows the learner to focus on their personal goal as well as collaborate and obtain ideas and feedback from their peers. The task for the summative assessment is a project. The learner is asked to create an initial social media post that caters to both parents and students. The post has to include a graphic or video, text aligned with the graphic or video, a caption, and a standard hashtag to be used permanently throughout the course. The assessment also required learners to create an incentive for sharing the post. The learner can measure the effectiveness of their post by analyzing the post’s analytics through the social media app.

The link to my course is https://k12.instructure.com/enroll/B4BAAD.

Salama, C., Adnan, N., Davis, R. (2022). ADDIE Explained: Evaluation. http://www.oercommons.org/courses/addie-explained-an-open-educational-resource-for-the-educational-technology-community/view

The implementation phase is where everything comes together. Instructors are tasked with preparing the learning environment and engaging the students. During the implementation phase, instructors can use several methods to deliver the information. The first method is through lectures with visual aids. Lectures are convenient when presenting to large groups. The text suggests that lectures can be used to meet cognitive domain objectives involving the knowledge process as well as affective domain objectives relating to the receiving process. Lectures are convenient for:

• Introducing new topics
• Summarizing previous instruction
• Establishing relationships between new and earlier topics, and re-emphasizing prior instruction. 

Although lectures are helpful, there are also limitations. Sometimes the group may be too large to allow the opportunity for the instructor to ask questions. Also, a lecture does not provide many opportunities for practice and experimentation, and also objectives in the psychomotor domain may not be able to be met either. 

Small groups involve placing learners in pairs or groups of up to ten to work together to pursue learning The groups can participate in tutoring, discussions, or recitation. Small groups are characterized as social and active learning tasks. When discussing small groups, it is important to consider social constructivism, which says the learner is influenced by social settings. 

The next method is delivering instructional information through discussion. The discussion method can be an effective way to meet learning objectives in the cognitive and affective domains. Discussions allow learners to organize and demonstrate their knowledge about a particular subject. Discussions can also be used to gauge learners’ understanding of a particular topic. The text notes that learners are neither subject matter experts nor instructors. Therefore, small group formats should be used as supplemental to other forms of instruction. To prepare for the discussion, the instructor should prepare handouts with probing questions for the learners to consider. 

The fourth method is cooperative learning. Cooperative learning is a specific type of group activity that attempts to promote both learning and social skills by incorporating three concepts to instruction:

• Group rewards
• Individual accountability
• Equal opportunity for success

The purpose of cooperative learning is to exchange ideas and promote mastery of a subject matter. It can also be used for group projects. Cooperative learning achievement, interpersonal, skills, and self-esteem. Cooperative learning is successful due to carefully planning the guidelines and creating clear expectations. 

Brainstorming is another method that can be used during the implementation phase. Brainstorming is a small group technique that can be used to generate creative, new, and useful ideas in an open, less constrained environment. During the brainstorming, the instructor serves as a facilitator and defines the process at the beginning of the activity. Objectives must also be defined at this stage. 

Role-playing can be used during the implementation phase. The text defines role-playing as the spontaneous dramatization by two or more persons of a simulation relating to a problem. Learners basically act out roles in scenarios given by the instructor. Role-playing is an effective tool for exploration, particularly in complex social situations. Opinions during role-playing are influenced by what the learner reads, their social influences, expert opinions, and the opinions of the majority. Debating can also be considered role-playing. Debate is considered an effective form of active learning and is thought to engage the learner’s critical thinking and analytical skills. Debating requires learners to research the topic. Like the other methods, clear expectations and organized goals should be established early in the instructional process. 

The final method is the case study. The case study method involves using either actual historical situations and events, or close analogs to actual historical situations and events, to inform learners on a specific topic and to achieve specific learning objectives. The text describes case studies as, “knowledge of specific, well-documented, and richly, described events.” The text suggests that when implementing case study methodologies, the instructional designer and instructor should develop a strong framework for analysis. 

Salama, C., Adnan, N., Davis, R. (2022). ADDIE Explained: Implementation. http://www.oercommons.org/courses/addie-explained-an-open-educational-resource-for-the-educational-technology-community/view

By definition, the development phase is meant to be the growth of ideas that were brought forth in the analysis and design stages. Basically, the development phase is the production of the instructional material. According to the text, the development phase addresses the tools and processes used to create the instructional material. In the early years, the development phase relates to the development of objectives and tests.

There are various types of assessments to be used for the determination of development strategies and tools. Criterion-referenced assessments are objective-referenced and learner-centered assessments. They should be linked to instructional goals and performance objectives. The criterion-referenced assessment determines if the objectives are achievable. They also indicate what components of instruction were successful and which ones require additional work. The development of criterion-referenced assessments requires the involvement of instructional designers, subject matter experts (SMEs), instructors, and learners. The text suggests that when designing criterion-based assessments, it is important to match learning domains with the item or assessment task time. 

The next assessment is the entry skills assessment. Entry skills tests are given before instruction and test prerequisite skills. The entry skills assessment tells the instructor where the student is and where to begin the instructional material.

Pretests are another assessment in the development phase. The text suggests that pretest profile learners with regard to the instructional analysis and should be administered before learning begins. Pretests are used to determine if learners have mastered some or all of the skills included in the planned instruction. Learners who have mastered certain skills can skip some of the instructional material.

A practice test is another assessment method. Practice tests provide learner participation during the instruction. They give the learner the opportunity to evaluate their progress and allow instructors to monitor the pace of the instruction. Practice tests focus on a particular lesson. 

Another assessment method is the post-test. Post-tests are administered following the instruction. Post-tests determine if the learner has mastered the objectives.

Additional Assessment Methods:

• Test Item Criteria: items should align with the performance objective or goal, take into account learner and context needs, and are designed appropriately for the assessment mechanism
• Goal-Centered: These are congruent with terminal and performance objectives.The verbs in the objective help to align the assessment.
• Context-centered: Test items or tasks should be realistic or authentic to the actual performance setting as possible
• Assessment-Centered: Test items or assessment tasks should be well constructed and clearly written, and learners should be provided with adequate information to successfully complete the assessment.
• Alternative assessments: Effective for evaluating performances, products, or attitudes. Instructions should be clear and should include all information the learner will need to effectively complete the assessment.
• Portfolio assessments: The process of meta-evaluating the collection of work samples for observable change or development.

Instructional Designers and Instructor Roles in the Development Phase

The instructional designer is responsible for acquiring materials and outsourcing during the development stage. The instructional designer also develops flow charts and storyboards. The role of the instructor is similar but the text suggests that the instructor devotes more time to the development of the curriculum

The key takeaway for me is the creation of the storyboard or flow chart during the development phase. Storyboards are a graphical or written display of the events to be included in the learning project. Storyboards include the project title, graphics, and text as they appear to the learner, audio and sound effects, navigation, place for comments. 

In contrast, a flow chart is a visual representation of the steps in a process or presentation. Flow charts are usually depicted by various icons connected by lines and arrows.

Salama, C., Adnan, N., Davis, R. (2022). ADDIE Explained: Development. http://www.oercommons.org/courses/addie-explained-an-open-educational-resource-for-the-educational-technology-community/view

The second phase in the ADDIE Model is the Design Phase. During the Design Phase, the instructional designer examines the learners, sets goals, and plans the outcome of the course. During the Design Phase, you know your learners and your plan for where you expect them to be. 

The Design Phase examines two theories, Gagne’s Taxonomy and Bloom’s Taxonomy. Many of us are familiar with Bloom’s Taxonomy because it is common practice. The stages of Bloom’s taxonomy are knowledge (the lowest level), comprehension, application, analysis, synthesis, and evaluation (the highest level). In contrast, Gagne’s Taxonomy includes five domains: cognitive strategies, psychomotor skills, attitude, intellectual skills, and verbal information.

Understanding this information is important when creating objectives. During the Design Phase, the instructional designer gathers the information needed to create learning objectives. According to the text, writing objectives serves as a connection between the current needs and the desired behaviors the learners will perform at the end of the training. Behavioral objectives include behaviors, skills, and attitudes the learner will perform. In order to evaluate the results, it is recommended the instructional designer create a checklist or rubric.

When writing your objectives, start with an action verb then address the relevant content. When writing these objectives, consider the three domains of objectives: cognitive objectives determine how the learners can demonstrate they gained new knowledge. They also consider what observable behaviors can demonstrate the learner has mastered the new material or skill set. Psychomotor objectives are used to define the ideal execution of a physical skill set. Psychomotor objectives require a repetition of a learning task to become proficient. Lastly, affective objectives pertain to attitudes and values. Affective objectives tend to be more abstract and require some creativity to measure performance. 

Once you have gathered the information needed to create your objectives, next it is important to plan the execution of your objectives. When planning, it is important to consider Gagne’s nine events which include: gaining the learner’s attention, delivering the content and stimulus, providing the learner with support and guidance, providing the learner with opportunities to practice and elicit performance, providing feedback, assess the learner’s performance, and enhance retention and transfer. The ultimate goal is to motivate learners to actively engage with the material. 

Lastly, when designing your lesson, consider multimedia learning, which is based on constructivist learning theory, cognitive load theory, and dual coding theory. Multimedia instruction includes graphics and text. For the best results, it is recommended that instructional designers place graphics and text in close proximity. 

Overall, the Design Phase is all about designing. The instructional designer has to determine the desired outcome and detail how they intend to reach that outcome. This will progress the instructional designer into the Development Phase.

Source:

Salama, C., Adnan, N., Davis, R. (2022). ADDIE Explained: Design. http://www.oercommons.org/courses/addie-explained-an-open-educational-resource-for-the-educational-technology-community/view

One of the things that frustrated me the most when I began teaching was remembering and applying all the different theories and practices teachers are forced to learn. The truth is, teachers never remember that stuff. We simply do what works for us and push through the rest. 

After 8 years, I can officially identify as an “ADDIE”ian. ADDIE is an analysis, Design, Development, Implementation, and evaluation acronym. Dr. Serhat Kurt (2017) suggests that the analysis stage is the process of defining what is to be learned; the design stage is the process of specifying how it is to be learned; the development stage is the process of authoring and producing learning material; the implementation stage is the process of installing the instruction product in a real-world context; lastly, the evaluation stage is the process of determining the impact of the instruction. 

For me, understanding theories works better when I apply them to real-life situations. For this blog I will use a new trend I am trying to implement that will introduce students to life skills and potential job training.

Through my own personal observation, I have noticed that this new generation isn’t really ready for real-life situations because scoring well on a standardized test has been forced down their throats. They haven’t been taught to work through adversity, and they think being told no is a life-ending experience. Again, this is my personal observation…

To change that, it is my goal to transform my classroom into a business. For the Analysis stage, I define what I expect the students to learn for the year and for each chapter. After I analyzed what I wanted the students to learn, I determined how I wanted them to learn the information. For this semester, I chose to teach using more student-to-student teaching as opposed to me lecturing. Students will take on a more responsible role. After I defined how I wanted my students to learn, I created the material to assist and prepare students to prepare their lessons. For example, for the first chapter, I created an assignment where students were responsible for taking a particular section of the chapter and making it a social media post using Canva, TikTok, or IG Reels. For the implementation stage, I allowed students to take my instructions and be as creative as possible to create their social media posts. I will evaluate the assignment after students have presented. Some of the things I will look for during the evaluation stage will be the life skill that was learned (working in a group for 3 weeks, dealing with adversity in groups, learning to collaborate with others who aren’t your friends, multi-tasking, discipline). I will also evaluate their knowledge of the chapter information. This will be evaluated based on the information they include in their project and the information they present.

After the evaluation, I will make adjustments and begin the process all over again for the next chapter.

Source:

Khurt, S. (2017, October 7). Definitions of the ADDIE Model. https://educationaltechnology.net/definitions-addie-model/