ADDIE+flavor

Ed Tech RoCKS ADDIE Flavor Rita Leets Karyn Sealy Craig Wheatley Shelby Simmons

EDETJ746 Fall 2011 ADDIE flavor submission September 6, 2011

The ADDIE model our group will follow is the Morrison, Ross, and Kemp model as summarized by Hanley (2009) and (Brown, 2006) to develop our staff development program. This model is non-sequential and flexible. It is ideal for our project of training teachers to use iPads in the classroom. This project will include creating a form of web-based content as part of a Staff Development Program, that will be used in an institution. We will be using the model as expressed in the following nine elements (Brown, 2006):

1. Identification of instructional technological challenges and learning objectives for instruction design. 2. Analysis of learner characteristics that will influence ID decisions. 3. Identification of content, task components (analysis) relative to instructional goals, intents and purposes. 4. Specification of instructional objectives. 5. Sequencing of subject matter/content within logical units to guide learning. 6. Design of instructional strategies aimed at attainment of instructional objectives. 7. Planning for and design in the instructional message. 8. Design of the instructional materials. 9.Development of a plan to evaluate process and assess learning.
 * Conduct needs assessment
 * Prior knowledge of the apple platform
 * Focus on educators’ profiles and content for which IPAD is appropriate.
 * Specify activities that can be supported by this technology
 * Identify the different processes according to activities selected
 * Determine the steps to complete activities.

The elements are said to be independent of one another and do not need to be considered in a linear fashion. Thus, the approach proposed by the model encourages design work in any or all areas through an iterative process as appropriate.This method will allow the design group to frequently review progress, and give us the opportunity to review the nine steps both individually and as a whole.

The graphic depiction of the model is typically drawn as an oval containing planning, design, development and assessment components within. The oval without directional arrows or specified steps is meant to imply the flexibility in the design process, allowing attention to any singular or combination of elements as the need arises. = =

References Brown, A. &. (2006). //The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice.// Upper Saddle River, New Jersey: Pearson, Merrill/Prentice Hall.

Hanley, M. (2009). Discovering Instructional Design11: The Kemp Model. //E-Learning Curve Blog//. Retrieved from: http://michaelhanley.ie/elearningcurve/discovering-instructional-design-11-the-kemp-model/2009/06/10/