1. Meet ADDIE: Instructional Systems Development James Marshall San Diego State University

2. Why should I care about ISD? ISD is a systematic approach which… • Provides ideas about planning, how people learn, environments, media, products, systems • Guides efforts in figuring out what to do • Includes strategies for thinking/answering: • What are we trying to accomplish or teach? • How should we do it? • How will we know if we succeeded

3. Why should I care about ISD? • At a recent online learning conference, one participant complained, “Erghhhahh, this is too much about technology and not enough about pedagogy!”? • ISD (instructional design, information design) is applied educational psychology, according to Walt Dick • Sharon Shrock (1995), “idea that empirically- based principles can be applied to generate predictably effective instruction….”

4. ISD Model… one version

5. Given that visual, what is it? • Defined • Self-correcting • Data-driven • Application of scientific principles... and it used to plan, develop, implement and evaluate learning and performance products and services

6. What typically happens during ISD? There’s a request for help: • “I want to get the teachers up to speed on this new language arts program. Can you plan some inservice for them?” • “We want to rollout this software to the sales force. Design a class.” • “I need help with improving the team process. Can you find something online?” • “Our accident rate is way too high… train them to be more careful.”

7. Analysis, typically • Where you figure out what to do • Examine the work, worker, workplace; Look at the learner and the content • Figure out priority needs, gaps, pain; then establish goals • Determine a plan for a solution system • Derive the details of what a knowledgeable high performer knows and does

8. Design, typically • Where you specify outcomes (objectives) and how you will measure them (evaluation, assessment, testing, etc.) • Check that the outcomes will satisfy the customer, match the strategic need • Weigh costs and benefits of instructional strategies and approaches • Specify objectives linked to identified goals • Match evaluation items to objectives

9. Development, typically • Build a prototype • Pilot the prototype with users and experts • Revise • Create products, services, systems • Continuously communicate with colleagues/stakeholders

10. Implementation, typically • Install the developed solution (as opposed to the prototype) in the real world • Integrate product or service with related aspects of the solution system • Urge management support • Continue communication

11. Evaluation, typically • Typically, it doesn’t happen! That said, it should. • It is required for many funded projects. • Were goals and objectives achieved? How can we find that out? At the end is NOT the best time to measure worth. When else? • Strategies: tests, observations, surveys, chats with managers, look at work, ROI measures

12. One Evaluation Model: Kirkpatrick Level 4: Does doing it matter? Does it advance strategy? Level 3: Are they doing it consistently and appropriately? Level 2: Can they do it? Can they show new skills and abilities? Level 1: Did they like what was done? Satisfaction? Use?

13. Semester Roadmap Performance Analysis A • Analysis - Two kinds: • Performance Analysis • Training Needs Assessment • Design • Objectives • Test Items • Classification of Content, Knowledge, Information • Instructional Strategies (Job Aids) D

14. Semester Roadmap Job Aid • Development • Bringing your product to fruition • Prototyping • Pilot Testing • Implementation • Evaluation • Formative • Summative D I E