Throughout this week, I was part of a group that tried out an instructional design model called ADDIE, where:
- A stands for Analysing the learning need
- D stands for Designing the learning activity
- D stands for Developing the resources for the learning activity
- I stands for Implementing the learning activity, by delivering it
- E stands for Evaluating the learning activity
ADDIE has a waterfall flow, where each step in the model is carried out sequentially, with little or no iteration. This was a problem for the relatively little amount of time we had to complete the exercise, as the next step in the model had to wait for previous steps to be done first. Only about 10 minutes were available in the first lesson, with most of that time being used to decide what topic to base the learning activity on. The analysis was incomplete at the end of the first session, however production of other steps had already started – in particular the design which I was responsible for. Therefore, a bit of rapid production crept in – the rapid prototype instructional design model was probably better suited for the limited time we had. While one member of the group was responsible for one step in the model, this was seen to be impractical for one person to complete a fully developed Powerpoint, for the development stage, during the limited time allowed in the second session. Therefore, all members of the group worked simultaneously on developing the Powerpoint using Google Docs – this worked out quite well for quickly developing a fully texted and illustrated instructional Powerpoint.
A short presentation on ADDIE:
I left a comment on Taha’s blog, http://codex156.wordpress.com/2012/03/19/week-five-reflections-rapid-prototype-exercise/, as I found it interesting that he used the Rapid Prototype approach for this exercise, yet didn’t think it was the best approach for the exercise. Perhaps, if there had been more time available, we could have all experience a sequential approach (ie ADDIE or OTARA) and the rapid approach, in order to get a better idea of which approach is better as an instructional design model.
Reflection: Using Adobe Connect
Adobe Connect is a great technology for teachers and students to connect in a virtual classroom environment over the internet. As part of the Digital Learning Technology class at EIT I have taken advantage of connecting to this virtual classroom.
Most of the benefits of a traditional classroom can still be enjoyed – like viewing and commenting on class lecture content. However, without class members in the traditional classroom using mics or typing in what they were saying, comments and questions from the audience are usually not picked up, so you can’t comment on or think about the audience contributions missed. Comments written into Adobe Connect by virtual participants can sometimes be missed. Also, it pays to use a setup with a working mic when part of the virtual audience, to be able to participate more fully (the first few times I was in the Virtual audience my mic wasn’t working on my PC, so I tried my laptop which worked fine).
Here is an interesting set of slides detailing the use of Web 2.0 tools in the classroom – teachers would need some Web 2.0 skills in order to use them.
Here are some slides presented at the Classroom 2.0 Webinar, September 19, 2009.
Desirable IT Skills for Teachers Developing DLT Courseware
Basic Skills (common teaching skills):
- Adapt to new IT
- Collaboration & communication tools
- Information management knowledge
- Interactive white board skills (e.g. SmartBoard)
- Inspire students to IT greatness
- Learn IT
- Presentation tools
- Spreadsheets skills
- Web searching skills
Intermmediate Skills (easier technological skills):
- Blogging knowledge
- Google Earth knowledge
- Google tools knowledge
- Mobile and handheld computing
- RSS feeds
- Social bookmarking knowledge
- Social networking knowledge
- Web2.0 Tools
- Web resources in content area
- Wiki knowledge
Advanced Skills (harder technological skills):
- Database skills
- Video and podcasting
- Virtual worlds
- Website design and management skills
Kharbach, M. (2012) The 21st Century skills teachers should have. Educational Technology and Mobile Learning. Retrieved 1 March, 2012, from: http://educationaltech-med.blogspot.co.nz/2011/01/21st-century-skills-teachers-should.html
Turner, L. (2010) Technology Skills that Every Educator Should Have. Digital Learning Environments, NewBay Media LLC. Retrieved 1 March, 2012, from: http://www.guide2digitallearning.com/tools_technologies/20_technology_skills_every_educator_should_have
DLT Role in an Organisation
The following Digital Learning Technologies are used at Massey University – in particular for aiding their distance learning courses:
- Moodle – This online learning management system is at the heart of Massey’s Virtual Learning Environment called Stream (What is Stream?, 2012). It allows the learning material for distance learners to be made available on a paper basis (much like EIT’s EIT Online, which also has Moodle as a basis). It also helps the administration of paper assessments.
- Adobe Connect – This has also been added to Massey’s Stream environment (What is Stream?, 2012), which allows lecturers and distance learning students to interact in virtual classrooms (much like what occurs during our DLT lectures at EIT).
- E-Journals – A lot of the journals available in Massey’s library in paper form are also available in electronic form (Getting hold of the journal articles, 2012), which can be accessed for free when logged in with your MyMassey login details. For distance learners, this allows the almost instantanous access of research material – instead of waiting about a week for a photocopy of the wanted journal article to arrive by snail-mail.
I’d just like to add that it seems the distance learning environment at Massey seems to have improved since when I was a Massey distance learner. I was a distance learner under their older WebCT online learning environment, which was pretty much used to inform you of important dates, provide interactive forums, conduct online assessments, and maybe have some downloadable material (most was sent out by snail-mail, and assessments had to be sent by snail-mail or courier – only students overseas were allowed to email their assignments). I found the library e-journals extremely useful though as a distance learner.
Getting hold of the journal articles. (2012). Retrieved 8 March 2012, from: http://www.massey.ac.nz/massey/research/library/help-and-instruction/how-to-find/journal-articles/getting-hold.cfm
What is Stream? (2012). Retrieved 8 March 2012, from: http://www.massey.ac.nz/massey/staffroom/teaching-and-learning/stream4students/what-is-stream/what-is-stream_home.cfm