Instructional Design: The ADDIE Approach
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Dordrecht [u.a.]
Springer
2009
|
| Schlagworte: | |
| Online-Zugang: | Klappentext Inhaltsverzeichnis |
| Beschreibung: | X, 203 S. graph. Darst. |
| ISBN: | 9780387095059 9780387095066 |
Internformat
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| 100 | 1 | |a Branch, Robert Maribe |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Instructional Design |b The ADDIE Approach |c Robert Branch |
| 264 | 1 | |a Dordrecht [u.a.] |b Springer |c 2009 | |
| 300 | |a X, 203 S. |b graph. Darst. | ||
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Datensatz im Suchindex
| _version_ | 1804137739026694144 |
|---|---|
| adam_text | Prologue
Contents
Introduction
.......................................................... 2
Learning Space
........................................................ 5
Principles of Instructional Design
.......................................... 8
The Systems Concept
................................................... 11
A Partnering Process
.................................................... 12
ADDIE: An Overview
.................................................. 17
Organization of the Book
................................................ 18
Summary
............................................................. 20
^Abstract ADDIE is an acronym for Analyze, Design, Develop, Implement, and
Evaluate. ADDIE is a product development paradigm and not a model per
se.
The ADDIE concept is being applied here for intentional learning environ¬
ments. The application of ADDIE to instructional systems design facilitates the
complexities of intentional learning environments by responding to multiple
situations, interactions within context, and interactions between contexts. Yet,
the fundamental ADDIE components remain the same throughout various
applications and variations of the ADDIE paradigm depend on the context in
which ADDIE is being applied. Instructional design centers on individual
learning, has immediate and long-range phases, is systematic, and uses a systems
approach about knowledge and human learning. Effective instructional design
focuses on performing authentic tasks, complex knowledge, and genuine pro¬
blems. Thus, effective instructional design promotes high fidelity between
learning environments and actual work settings. However, instruction should
be considered as a potential intervention, only when a lack of knowledge and
skills has been validated as the main cause for a performance gap. Thus,
ADDIE can be applied when instruction is an appropriate response to a
performance discrepancy. Clients and other primary stakeholders should be
considered as people for whom you are providing a service. Subject matter
experts and other content specialists should be regarded as cooperating partners
of the design and development team. The simplicity of the ADDIE concept
combined with multiple prompts for inclusiveness continues to prove its
2
Prologue
effectiveness. The remainder of the book presents detailed concepts and proce¬
dures related to ADDIE as applied to the systematic design of instruction.
CONTENTS PROLOGUE. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . I INTRODUCTION . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
LEARNING SPACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 5 PRINCIPLES OF INSTRUCTIONAL DESIGN. . . . . .
. . . . . . . . . . . . . . . . . . . . . 8 THE SYSTEMS CONCEPT . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I I A
PARTNERING PROCESS. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 12 ADDIE: AN OVERVIEW. . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 17 ORGANIZATION OF THE BOOK . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
SUMMARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 20 ANALYZE . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
INTRODUCTION TO ANALYZE PHASE. . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 24 VALIDATE THE PERFORMANCE GAP. . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 25 SAM PIE PERFORMANCE DISCREPANCIES . . .
. . . . . . . . . 25 SAM PIE PERFORMANCE ASSESSMENT . . . . . . . . . .
. . . . . . . . . . . . . . . . . 29 PURPOSE STATEMENT. . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 GUIDELINES
FOR COMPOSING A PURPOSE STATEMENT 33 DETERMINE INSTRUCTIONAL GOALS. . .
. . . . . . . . . . . . . . . . . . . . . . . . . . 33 CONFIRM THE
INTENDED AUDIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 37 GROUP IDENTIFICATIONS . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 38 GENERAL CHARACTERISTICS . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 38 NUMBERS OFSTUDENTS. . . . .
. . ..... .. .... ... .. . . . .. .. .. ... 38 LOCA TION OF STUDENTS. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
EXPERIENCE LEVELS . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 39 ATTITUDES . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . 39 SKILLS THAT IMPACT
POTENTIAL TO SUCCEED IN THE LEARNING ENVIRONMENT. . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 IDENTIFY
REQUIRED RESOURCES. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . 43 CONTENT RESOURCES . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 43 TECHNOLOGY RESOURCES. . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . 43 INSTRUCTIONAL
FACILITIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . 43 HUMAN RESOURCES . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 44 VII VIII COL1TEL1TS DETERMINE POTENTIAL
DELIVERY SYSTEM. . . . . . . . . . . . . . . . . . . . . . . . 47
NINE-STEP ESTIMATION PROCEDURE. . . . . . . . . . . . . . . . . . . . .
. . . . . 47 COMPOSE A PROJECT MANAGEMENT PLAN . . . . . . . . . . . . .
. . . . . . . . . . 52 RESULT: ANALYSIS SUMMARY . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 56 2
DESIGN................................................ 59 INTRODUCTION
TO DESIGN PHASE. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 60 CONDUCT A TASK INVENTORY . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 61 ASSUMPTIONS . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . 62 PERFORMANCE TASK . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
STEP I: REPEAT THE PURPOSE STATEMENT . . . . . . . . . . . . . . . . . .
. . . 64 STEP 2: REAFFIRM THE INSTRUCTIONAL GOALS . . . . . . . . . . .
. . . . . . . . 65 STEP 3: IDENTIFY THE ESSENTIAL PERFORMANCE TASKS. . .
. . . . . . . . . . 65 GUIDELINES FOR CONSTRUCTING A TASK INVENTORY . .
. . . . . . . . . . . . . 66 COMPOSE PERFORMANCE OBJECTIVES. . . . . . .
. . . . . . . . . . . . . . . . . . . . 68 GENERATE TESTING STRATEGIES.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
PERFORMANCE MATCH. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 72 CONDITION MATCH. . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 72 CRITERIA MATCH. . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
CALCULATE RETURN ON INVESTMENT. . . . . . . . . . . . . . . . . . . . .
. . . . . . . 73 WH AT 00 THE FIGURES MEAN? . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 74 COST/BENEFIT FOR THE SAM PIE CASE . . . .
. . . . . . . . . . . . . . . . . . . . . . . 76 EXAMPLE. . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 79 RESULT: DESIGN BRIEF . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 81 3
DEVELOP............................................... 83 INTRODUCTION
TO DEVELOP PHASE. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 84 GENERATE CONTENT. . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 85 INSTRUCTIONAL STRATEGIES: CONCEPL. . . . .
. . . . . . . . . . . . . . . . . . . . . 85 INSTRUCTIONAL STRATEGIES:
THEORY . . . . . . . . . . . . . . . . . . . . . . . . . . 85 BEGINNING
ACTIVITIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . 86 MIDDLE ACTIVITIES. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 86 ENDING ACTIVITIES. . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
INSTRUCTIONAL STRATEGIES: PRACTICE. . . . . . . . . . . . . . . . . . .
. . . . . . . 87 SELECT OR DEVELOP MEDIA. . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 97 MEDIA: COLLCEPT . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 MEDIA:
THEORY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 98 AUDITORY . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 98 VISUAL. . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
99 KINESTHETIC. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 99 MEDIA: PRACTICE . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . 100 DEVELOP GUIDANCE
FOR THE STUDENT. . . . . . . . . . . . . . . . . . . . . . . . . . 111
GUIDALLCEFOR THE STUDENT: PRACTICE. . . . . . . . . . . . . . . . . . .
. . . . . . 112 TITLE PAGE. . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 112 CONTENTS IX COPYRIGHT . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
ACKNOWLEDGMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 113 TABLE OF CONTENTS . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 113 BODY .. . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
113 GLOSSARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . J 13 APPENDIX. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 FORMAT. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 114 CONTENT PRESENTATION. . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 114 EXERCISE PRESENTATION. . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 SEQ
UENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 114 QUALITY. . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . 115 CLARITY . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . 115 ACCURACY . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 115 CONSISTENCY . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
DEVELOP GUIDANCE FOR THE TEACHER . . . . . . . . . . . . . . . . . . . .
. . . . . . 118 CONDUCT FORMATIVE REVISIONS. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 122 CONDUCT A PILOT TEST. . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 RESULT:
LEARNING RESOURCES. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . 131 4 IMPLEMENT.............................................
133 INTRODUCTION TO IMPLEMENT. . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 133 PREPARE THE TEACHER. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . 134 PREPARE THE STUDENT. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
144 RESULT: AN IMPLEMENTATION STRATEGY . . . . 149 5
EVALUATE............................................... 151 INTRODUCTION
TO EVALUATE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . 152 DETERMINE EVALUATION CRITERIA . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 152 LEVEL I: PERCEPTION . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . 154 LEVEL 2: LEARNING.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 156 LEVEL 3: PERFORMANCE. . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 157 SELECT EVALUATION TOOLS. . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . 160 CONDUCT EVALUATIONS.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
161 RESULT: AN EVALUATION PLAN. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 163 EPILOGUE . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .. 165 APPENDIX A
FIREFIGHTERS FOR THE DIGITAL AGE: A PRACTICE CASE. . . . . . . . .. 169
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 169 CONTEXT . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 PRIMARY
CHARACTERS (THIS SEC(ION SHOULD BE COLL1PLE(ED BY YOLLF DESIGN (E(FLL1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
173 CASE EVENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 173 X CONTENTS APPENDIX B SELF-TEST OF
INSTRUCTIONAL DESIGN KNOWLEDGE . . . . . . . . . . . .. 175 CHOOSE THE
BEST ANSWER FOR EACH ITEM .. . . . . . . . . . . . . . . . . . . . . 175
ANSWER KEY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 180 GLOSSARY. . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 183
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . .. 193 BOOKS. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 193
BOOK CHAPTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 195 ARTICLE . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 INTERNET
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 198 INDEX. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 199
|
| adam_txt |
Prologue
Contents
Introduction
. 2
Learning Space
. 5
Principles of Instructional Design
. 8
The Systems Concept
. 11
A Partnering Process
. 12
ADDIE: An Overview
. 17
Organization of the Book
. 18
Summary
. 20
^Abstract ADDIE is an acronym for Analyze, Design, Develop, Implement, and
Evaluate. ADDIE is a product development paradigm and not a model per
se.
The ADDIE concept is being applied here for intentional learning environ¬
ments. The application of ADDIE to instructional systems design facilitates the
complexities of intentional learning environments by responding to multiple
situations, interactions within context, and interactions between contexts. Yet,
the fundamental ADDIE components remain the same throughout various
applications and variations of the ADDIE paradigm depend on the context in
which ADDIE is being applied. Instructional design centers on individual
learning, has immediate and long-range phases, is systematic, and uses a systems
approach about knowledge and human learning. Effective instructional design
focuses on performing authentic tasks, complex knowledge, and genuine pro¬
blems. Thus, effective instructional design promotes high fidelity between
learning environments and actual work settings. However, instruction should
be considered as a potential intervention, only when a lack of knowledge and
skills has been validated as the main cause for a performance gap. Thus,
ADDIE can be applied when instruction is an appropriate response to a
performance discrepancy. Clients and other primary stakeholders should be
considered as people for whom you are providing a service. Subject matter
experts and other content specialists should be regarded as cooperating partners
of the design and development team. The simplicity of the ADDIE concept
combined with multiple prompts for inclusiveness continues to prove its
2
Prologue
effectiveness. The remainder of the book presents detailed concepts and proce¬
dures related to ADDIE as applied to the systematic design of instruction.
CONTENTS PROLOGUE. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . I INTRODUCTION . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
LEARNING SPACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 5 PRINCIPLES OF INSTRUCTIONAL DESIGN. . . . . .
. . . . . . . . . . . . . . . . . . . . . 8 THE SYSTEMS CONCEPT . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I I A
PARTNERING PROCESS. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 12 ADDIE: AN OVERVIEW. . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 17 ORGANIZATION OF THE BOOK . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
SUMMARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 20 ANALYZE . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
INTRODUCTION TO ANALYZE PHASE. . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 24 VALIDATE THE PERFORMANCE GAP. . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 25 SAM PIE PERFORMANCE DISCREPANCIES . . .
. . . . . . . . . 25 SAM PIE PERFORMANCE ASSESSMENT . . . . . . . . . .
. . . . . . . . . . . . . . . . . 29 PURPOSE STATEMENT. . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 GUIDELINES
FOR COMPOSING A PURPOSE STATEMENT 33 DETERMINE INSTRUCTIONAL GOALS. . .
. . . . . . . . . . . . . . . . . . . . . . . . . . 33 CONFIRM THE
INTENDED AUDIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 37 GROUP IDENTIFICATIONS . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 38 GENERAL CHARACTERISTICS . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 38 NUMBERS OFSTUDENTS. . . . .
. . . . . . . . . . . . . . 38 LOCA TION OF STUDENTS. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
EXPERIENCE LEVELS . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 39 ATTITUDES . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . 39 SKILLS THAT IMPACT
POTENTIAL TO SUCCEED IN THE LEARNING ENVIRONMENT. . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 IDENTIFY
REQUIRED RESOURCES. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . 43 CONTENT RESOURCES . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 43 TECHNOLOGY RESOURCES. . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . 43 INSTRUCTIONAL
FACILITIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . 43 HUMAN RESOURCES . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 44 VII VIII COL1TEL1TS DETERMINE POTENTIAL
DELIVERY SYSTEM. . . . . . . . . . . . . . . . . . . . . . . . 47
NINE-STEP ESTIMATION PROCEDURE. . . . . . . . . . . . . . . . . . . . .
. . . . . 47 COMPOSE A PROJECT MANAGEMENT PLAN . . . . . . . . . . . . .
. . . . . . . . . . 52 RESULT: ANALYSIS SUMMARY . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 56 2
DESIGN. 59 INTRODUCTION
TO DESIGN PHASE. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 60 CONDUCT A TASK INVENTORY . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 61 ASSUMPTIONS . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . 62 PERFORMANCE TASK . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
STEP I: REPEAT THE PURPOSE STATEMENT . . . . . . . . . . . . . . . . . .
. . . 64 STEP 2: REAFFIRM THE INSTRUCTIONAL GOALS . . . . . . . . . . .
. . . . . . . . 65 STEP 3: IDENTIFY THE ESSENTIAL PERFORMANCE TASKS. . .
. . . . . . . . . . 65 GUIDELINES FOR CONSTRUCTING A TASK INVENTORY . .
. . . . . . . . . . . . . 66 COMPOSE PERFORMANCE OBJECTIVES. . . . . . .
. . . . . . . . . . . . . . . . . . . . 68 GENERATE TESTING STRATEGIES.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
PERFORMANCE MATCH. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 72 CONDITION MATCH. . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 72 CRITERIA MATCH. . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
CALCULATE RETURN ON INVESTMENT. . . . . . . . . . . . . . . . . . . . .
. . . . . . . 73 WH AT 00 THE FIGURES MEAN? . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 74 COST/BENEFIT FOR THE SAM PIE CASE . . . .
. . . . . . . . . . . . . . . . . . . . . . . 76 EXAMPLE. . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 79 RESULT: DESIGN BRIEF . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 81 3
DEVELOP. 83 INTRODUCTION
TO DEVELOP PHASE. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 84 GENERATE CONTENT. . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 85 INSTRUCTIONAL STRATEGIES: CONCEPL. . . . .
. . . . . . . . . . . . . . . . . . . . . 85 INSTRUCTIONAL STRATEGIES:
THEORY . . . . . . . . . . . . . . . . . . . . . . . . . . 85 BEGINNING
ACTIVITIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . 86 MIDDLE ACTIVITIES. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 86 ENDING ACTIVITIES. . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
INSTRUCTIONAL STRATEGIES: PRACTICE. . . . . . . . . . . . . . . . . . .
. . . . . . . 87 SELECT OR DEVELOP MEDIA. . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 97 MEDIA: COLLCEPT . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 MEDIA:
THEORY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 98 AUDITORY . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 98 VISUAL. . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
99 KINESTHETIC. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 99 MEDIA: PRACTICE . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . 100 DEVELOP GUIDANCE
FOR THE STUDENT. . . . . . . . . . . . . . . . . . . . . . . . . . 111
GUIDALLCEFOR THE STUDENT: PRACTICE. . . . . . . . . . . . . . . . . . .
. . . . . . 112 TITLE PAGE. . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 112 CONTENTS IX COPYRIGHT . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
ACKNOWLEDGMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 113 TABLE OF CONTENTS . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 113 BODY . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
113 GLOSSARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . J 13 APPENDIX. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 FORMAT. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 114 CONTENT PRESENTATION. . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 114 EXERCISE PRESENTATION. . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 SEQ
UENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 114 QUALITY. . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . 115 CLARITY . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . 115 ACCURACY . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 115 CONSISTENCY . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
DEVELOP GUIDANCE FOR THE TEACHER . . . . . . . . . . . . . . . . . . . .
. . . . . . 118 CONDUCT FORMATIVE REVISIONS. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 122 CONDUCT A PILOT TEST. . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 RESULT:
LEARNING RESOURCES. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . 131 4 IMPLEMENT.
133 INTRODUCTION TO IMPLEMENT. . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 133 PREPARE THE TEACHER. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . 134 PREPARE THE STUDENT. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
144 RESULT: AN IMPLEMENTATION STRATEGY . . . . 149 5
EVALUATE. 151 INTRODUCTION
TO EVALUATE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . 152 DETERMINE EVALUATION CRITERIA . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 152 LEVEL I: PERCEPTION . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . 154 LEVEL 2: LEARNING.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 156 LEVEL 3: PERFORMANCE. . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 157 SELECT EVALUATION TOOLS. . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . 160 CONDUCT EVALUATIONS.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
161 RESULT: AN EVALUATION PLAN. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 163 EPILOGUE . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . 165 APPENDIX A
FIREFIGHTERS FOR THE DIGITAL AGE: A PRACTICE CASE. . . . . . . . . 169
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 169 CONTEXT . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 PRIMARY
CHARACTERS (THIS SEC(ION SHOULD BE COLL1PLE(ED BY YOLLF DESIGN (E(FLL1)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
173 CASE EVENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 173 X CONTENTS APPENDIX B SELF-TEST OF
INSTRUCTIONAL DESIGN KNOWLEDGE . . . . . . . . . . . . 175 CHOOSE THE
BEST ANSWER FOR EACH ITEM . . . . . . . . . . . . . . . . . . . . . 175
ANSWER KEY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 180 GLOSSARY. . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 193 BOOKS. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
BOOK CHAPTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 195 ARTICLE . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 INTERNET
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 198 INDEX. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Branch, Robert Maribe |
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| author_sort | Branch, Robert Maribe |
| author_variant | r m b rm rmb |
| building | Verbundindex |
| bvnumber | BV023371296 |
| callnumber-first | L - Education |
| callnumber-label | LB1028 |
| callnumber-raw | LB1028.38 |
| callnumber-search | LB1028.38 |
| callnumber-sort | LB 41028.38 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | CP 5200 DL 4130 |
| ctrlnum | (OCoLC)227032588 (DE-599)DNB988423758 |
| dewey-full | 371.33 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.33 |
| dewey-search | 371.33 |
| dewey-sort | 3371.33 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| discipline_str_mv | Pädagogik Psychologie |
| format | Book |
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| id | DE-604.BV023371296 |
| illustrated | Illustrated |
| index_date | 2024-07-02T21:12:41Z |
| indexdate | 2024-07-09T21:17:04Z |
| institution | BVB |
| isbn | 9780387095059 9780387095066 |
| language | English |
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| owner_facet | DE-29 DE-355 DE-BY-UBR DE-20 DE-739 |
| physical | X, 203 S. graph. Darst. |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Springer |
| record_format | marc |
| spelling | Branch, Robert Maribe Verfasser aut Instructional Design The ADDIE Approach Robert Branch Dordrecht [u.a.] Springer 2009 X, 203 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Instructional systems Design Wahrscheinlichkeitsrechnung (DE-588)4064324-4 gnd rswk-swf Lernumwelt (DE-588)4167412-1 gnd rswk-swf Lernumwelt (DE-588)4167412-1 s Wahrscheinlichkeitsrechnung (DE-588)4064324-4 s DE-604 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016554556&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Klappentext Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016554556&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Branch, Robert Maribe Instructional Design The ADDIE Approach Instructional systems Design Wahrscheinlichkeitsrechnung (DE-588)4064324-4 gnd Lernumwelt (DE-588)4167412-1 gnd |
| subject_GND | (DE-588)4064324-4 (DE-588)4167412-1 |
| title | Instructional Design The ADDIE Approach |
| title_auth | Instructional Design The ADDIE Approach |
| title_exact_search | Instructional Design The ADDIE Approach |
| title_exact_search_txtP | Instructional Design The ADDIE Approach |
| title_full | Instructional Design The ADDIE Approach Robert Branch |
| title_fullStr | Instructional Design The ADDIE Approach Robert Branch |
| title_full_unstemmed | Instructional Design The ADDIE Approach Robert Branch |
| title_short | Instructional Design |
| title_sort | instructional design the addie approach |
| title_sub | The ADDIE Approach |
| topic | Instructional systems Design Wahrscheinlichkeitsrechnung (DE-588)4064324-4 gnd Lernumwelt (DE-588)4167412-1 gnd |
| topic_facet | Instructional systems Design Wahrscheinlichkeitsrechnung Lernumwelt |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016554556&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016554556&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT branchrobertmaribe instructionaldesigntheaddieapproach |