ADDIE Flashcards
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Instructional Systems Development (ISD)
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a deliberate and orderly, but flexible process for planning, developing, implementing, and managing instructional system.
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Three Goals of ISD
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Increase the effectiveness of instruction Improve time-efficiency Produce the best instruction for the lowest possible cost
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Functions of the ISD Process (MADES)
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(M)anagement, (A)dministration, (D)elivery, (E)valuation, (S)upport
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Phases of the ISD Process (ADDI)
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(A)nalysis, (D)esign, (D)evelopment, (I)mplementation
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Analysis Phase
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Determine what instruction is needed
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Design Phase
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design instruction to meet the need -Develop Objectives -Develop Tests -Develop detailed Instructional Plan (select methods, media, and instructional strategies)
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Development Phase
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Develop instructional materials to support system requirements
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Implementation Phase
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Implement the instructional system. The instructional system is fielded under actual classroom conditions
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Learning theory
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the body of principles proposed by psychologists and educators to explain how people ACQUIRE SKILLS, KNOWLEDGE, and ATTITUDES (SKAs).
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Behavioral Theory
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Learning takes place when the students makes an association between a stimulus, or cue, and the desired response behavior.
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Cognitive Theory
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focuses on what is going on in the learner's mind (mental process)
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Two major models of Cognitive Theory
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Information Processing Model and Social Interaction Model
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Information Processing Model
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Internal structures that select and process incoming material, store and retrieve it, use it to produce behavior, and receive and process feedback on the results
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Social Interaction Model
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Learning and consequent changes in behavior take place as a result of interaction between the learner and the environment
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Types of Learning (ICVMA)
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Intellectual Skills Cognitive Strategies Verbal Information Motor Skills Attitudes and Motivation
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Intellectual Skills (Type of Learning)
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Type of learning that is the foundation for all higher learning
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Discrimination
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Seeing difference between stimuli
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Concrete concepts
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Categorizing physical objects into one or more classes based on their PHYSICAL ATTRIBUTES
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Defined Concepts
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Classifying symbolic objects into one or more classes based on a DEFINITION
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Rule Learning
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Applying principles or procedures to solve problems
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Types of learning acronym
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ICVMA - Intellectual skill, cognitive strategy, verbal information, motor skills, attitudes
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Verbal Information (Type of Learning)
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Learning names and labels and VERBALIZING them
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Cognitive Strategies (Type of Learning)
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Strategies employed to MAINTAIN KNOWLEDGE in short-term memory and transfers information to long-term memory
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Motor Skills (Type of Learning)
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Learned behaviors involving the smooth coordinated USE OF MUSCLES
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Attitudes and Motivation (Type of Learning)
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Based on perceptions of reality and learned or influenced by observing others and viewing the consequences of their behaviors.
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Instructional Planning
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planning the instructional system structure and functions to determine ISD process management and evaluation strategies, and ESTIMATING RESOURCE REQUIREMENTS, AND CONSTRAINTS.
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Determine a Need Exists
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Ensure an instructional (training) related problem exists.
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Instructional/Training Needs Assessment
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should tell you if the "need" can be satisfied with instruction or may require some other solution
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Instructional Need
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When a discrepancy is caused by an individual's lack of skills, knowledges, or attitude to accomplish a job
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Needs that may call for an Instructional/Training Needs Assessment
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Instruction in a topic is mandated Technical or doctrinal changes make existing instruction obsolete A new weapon system is planned Educating for future assignment
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Instructional system concept
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estimates resource requirements for equipment, facilities, personnel, and time
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Instructional Systems Training Manager
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Has the overall responsibility for securing needed resources
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ISD Management Plan
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provides a "roadmap" to keep the instructional development process on course.
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Training Mangers
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responsible for developing an ISD management plan for each instructional development project
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Instructional/Training Needs Assessment
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indicates an instructional need exists, and Instructional Planning has begun
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Occupational/Job Analysis
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identifies the JOBS which define an occupational entity and identifies duties and tasks which comprise each job
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Educational Analysis
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reviews the EDUCATIONAL REQUIREMENTS developing educational goals, and developing statements of how to achieve the goals
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Mission Analysis
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reviews the MISSION REQUIREMENTS, developing collective task statements, and arranging the collective tasks in a hierarchical relationship
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HQ AETC's Occupational Analysis Division (OAD)
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has the responsibility for periodically collecting and analyzing data from each occupation, or job, in the Air Force.
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Occupational Analysis Reports (OARs)
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where the job analyses for the Air Force are reported
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Who is responsible for ensuring the necessary analyses are conducted
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Training Managers
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Task
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an observable and measurable unit of work or operation which forms a part of a duty, with one or more duties making up a job
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Learning analysis
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defined as the process of analyzing tasks to be taught to establish learning outcomes in terms of (1) types of learning involved, and (2) level of learning desired
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What serves as the approval document to operating the training system?
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Course Training Plan (CTP)
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Who is directly responsible for developing the CTP
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Training Managers
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The CTP generally includes?
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Front Cover, an administrative section, narrative, annexes, and appendices. (FANAA) Free Again No Alcoholics Anonymous
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Why is the Abbreviated Training Plan (ATP) developed?
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for minor changes, (after a CTP is already developed and approved), if the changes do not affect resources
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Two types of objectives
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Terminal Objective and Enabling Objectives
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Validity
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a valid test measures what it is intended to measure
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Reliability
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degree which a device yields the same results consistently
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Objectivity
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the ability of a measurement device to be free from variation due to factors other than the behavior being measured. The bias of the rater or test scoreer should not affect the score
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Comprehensiveness
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how sufficiently a test samples what is being measured. A test must liberally sample the skills representative of the stated instruction objectives.
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Differentiation
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the ability of the test to distinguish between students who have mastered the knowledge or skill being tested and those who have not
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Two types of test
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Criterion test and Pretests
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Criterion Test
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used to measure the students ATTAINMENT OF the objective
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Pretest
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used to measure the students' ABILITY TO achieve each objective
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Purpose of Measurement Plan
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to ensure adequate assessment of all course objectives.
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Measurement Plan designates
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the methods used to measure student achievement of course objectives
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Measurement Plan is a correlation between
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Measurement devices, POI objective, training standar elements and proficiency codes.
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Contents of Measurement Plan
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POI Objectives Type of measurement for each objective Number of written test questions Point at which each training standard element is closed out
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Training Development Element (TDE) Chief
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approves the Measurement Plan before a new course is implemented
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Three most common training methods
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Presentation Method Student Verbal Interaction Method Knowledge Application Method
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Selecting media for the instructional system is the overall responsibility of the
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Instructional Developer
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Purpose of instructional strategy
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to outline how instructional activities will relate to achievement of the objectives
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Reasons for sequencing instruction
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Student Motivation Meaningful Relationship Consistency in Content
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Student Motivation
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gives the students a "mental road map" of where they are going and how they are going to get there
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Meaningful Relationship
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provides students with a pattern of relationships so that each instructional activity will have a purpose
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Consistency in Content
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ensures skill progression is orderly and prerequisite knowledge and skills have been acquired
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Three Sequencing Methods
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Job Performance Order Psychological Order Logical Order
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Job Performance Order
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arranges the tasks and subtasks as they are performed on the job
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Psychological Order
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Arranges the instructional content based on the ease of learning
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Logical Order
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Uses both the Job Performance Order and the Psychological Order. The arrangement normally includes the whole-part-whole concept
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POI Part I
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when separated into units of instruction from the Lesson Plan
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Student Instructional Materials
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instructional materials used by the student to accomplish the objectives
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Instructional Guidance
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list special instructions, emphasis, precautions, groups and equipment scheduleing
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Validation
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assesses the effectiveness of instruction while it is being developed with the intention of improving it. Repetitive cycles of DEVELOPMENT, TRYOUTS, and REVISIONS until evidence shows that the instruction is effective
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Validation should be done as
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segments, units, or blocks of instruction
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Internal Review
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verifies the accuracy of the instructional materials AS THEY ARE DEVELOPED
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Individual Tryouts
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one-on-one tryouts to determine the effectiveness of SMALL SEGMENTS OR UNITS
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Small-Group Tryouts
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Determines if the instruction and materials work under conditions APPROXIMATING THE ACTUAL TEACHING-LEARNING ACTIVITY.
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Operational Tryout
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Determines if the instructional system actually works under OPERATIONAL CONDITIONS
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What regulation provides guidance for analyzing measurement instruments?
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AETCI 36-2641
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What must be in place and working, if the instructional system is to operate effectively and cost-efficiently?
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The management, support, administration, and delivery functions
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Operational Evaluation
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Begins when the instructional system begins to produce graduates
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Formative Evaluation
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begins during analysis and continues through small-group tryout in the development stage of ISD.
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Validation
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The final activity in the formative evaluation process
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Summative Evaluation
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designed to collect data and information during the operational (field) tryouts in order to determine the "summed" effect of the instruction under operational conditions and make any changes or revisions to the system prior to becoming operational.
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Operational Evaluation
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Gathers and analyzes internal and external feedback data to ensure that the system continues to effectively and cost-efficiently produce graduates who meet established training requirements.
