There’s something cathartic about commiserating in unpleasant shared experiences. Like that time you were looking over the courses in your LMS and realized that they had no standardized navigation. Maybe, that’s the reason for the uptick of emails from lost and confused students. You felt like a terrible, horrible, no good LMS administrator. Horrifying at the time, but when you describe the situation later to a fellow LMS admin, you feel a little better about that same situation happening to them.
Anthony (2012) researched the design of online courses and found that consistent course design is the most vital factor for student interaction and success. Recently, I was reviewing an online course for an LMS administrator friend of mine. I read the following message on a discussion board on the course’s second week. Student; “I can’t find the textbook information”. Teacher; “The textbook information is where it always is”. Not surprisingly, the student stopped submitting assignments on week six.
I am always exploring how learning theory and motivation can be applied to the instructional process to make it more engaging and practical for diverse learning audiences. So, I am taking another look at ADDIE. What is ADDIE?
In an effort to explore how learning theory and motivation can be applied to the instructional process, I am taking another look at ADDIE. What can ADDIE do to make instruction more engaging and practical for diverse learning audiences?
ADDIE is a flexible instructional system design (ISD) framework
used to used to develop courses. ADDIE is Analysis, Design, Development,
Implementation, and Evaluation.
ADDIE is used primarily by many training developers and instructional designers for technology-based instruction.
One reason for ADDIE’s success is that student assessments are tied to learning objectives or learner outcomes.
One criticism of ADDIE is that there is not a strong enough focus on the student and instructor relationship.
has been a standard for professionally developed, high-quality online
education and heavily used in corporate e-learning and training.
Over the past few months, you may have heard some chatter about personalized learning through adaptive technology. Not surprising.
The Brookings Institution referred to personalized learning as a major movement in education. Murray (2017) stated that colleges and universities are increasingly seeking ways to customize curriculum and learner outcomes via adaptive technology to match student-needs based on unique learning profiles.
And as with any new development in higher education, faculty is chiming in with, “Can I use this for my courses?” “…and, how?” The short answer? Absolutely. The longer answer? Read on to find out how.