Sunday, February 15, 2015

Refection on Analysis and Design (Using the ADDIE Framework for Instructional Design)


Part 1: What have you learned from the analysis? What are you planning to do with it? Do a little brainstorming about what activities tied to your learning objectives that you might include in the design of your lesson.

In the analysis step of the ADDIE framework for instructional design, I worked with my client in order to get an understanding of the existing situation and what the desired performance outcome should be. I utilized the six step performance gap analysis outlined by Leidner and Jarvenpaa (1995) and utilized 3 different tools to gather data. I reviewed existing policies, conducted an interview based on observations in the field, and reviewed the existing format, timeframe allotted, and instructional materials. From this analysis, I was able to identify the problem, the purpose of the training needed, decide a format for the training, and determine the causes for the problem being experienced in the district. Analyzing this data, I could establish both the learner and instructor needs along with the goals and objectives for the desired performance outcome. In addition, the environmental resources needed to conduct the training were identified.

Deciding the learning activities was somewhat difficult and will continue to be tweaked throughout the design process. I choose several documents/policies in which the learner will need to read in order to complete the learning activities. The learners will create a comic strip using the www.toondo.com Web 2.0 application. This activity will be performed at the analysis level of Blooms. Next, the learner will watch a slide show in which has been uploaded to Slideshare. In addition, several tasks will be performed based on directions provided by the instructor. A successful outcome will be determined if the user is able to create secure accounts, and then log on and utilize several websites using a personal device and school issued iPad.  The evaluation will include a reflective activity in which learners are asked to respond and extend on the ideas of other colleagues.  

Part 2: How are analysis and design related for you? Think about it in the context the articles and chapters we have read thus far. How closely should these two pieces of the model connect? How does the Information R/Evolution video affect each of these?

The analysis drives the design of the training. The information which was gathered during the analysis phase was important in order for the instructional designer to understand the performance gap. The tools you use to collect the data during the analysis phase are also critical, so the designer can gather the key components that will help identify the problem. The training then should directly connect back to solving the problem or the performance gap being experienced by the entity. The analysis provided insight into establishing the topic, audience, purpose, and expected format of the training. From the analysis, the goals and objectives can be established and consideration of the learners’ schema and learning in context should be considered during the design phase (Gagne and Merrill, 1990).

Key points that I took away from The Information R/Evolution video included, information can find us, people create information and can tag it for easy retrieval, and the old categorization of information must be rethought.  Information is easier to collect when conducting an analysis for the training than previous times. Information was once difficult to obtain, but now it is at our fingertips in various electronic resources such as the Internet or other electronic databases. In addition, the experts are no longer the keepers of the information. People are curators and creators of information and can categorize information in tags for easy retrieval. In the design stage, learners can participate in curating, creating, and organizing information for others to retrieve. People can easily be producers of information and content. However, evaluating the content that is found on the Internet is another consideration during the analysis phase and designing the training activities.

References

Gagné, R. M., & Merrill, M. D. (1990). Integrative goals for instructional design. Educational Technology Research and Development, 38(1), 23-30.

 

Leidner, D. E.,& Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS quarterly, 265-291.

Welch, M. (2007, October 12, 2007). The R/evolution [video file]. Retrieved from      https://www.youtube.com/watch?v=-4CV05HyAbM&feature=rec-fresh

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