Instructional Design with ADDIE method Essay Example

subject matter analysis, lesson planning, and media selection. A course can target skills from the Cognitive, Psychomotor, and Affective objective domains. Bloom's taxonomy organizes the Cognitive domain from the simplest level of Knowledge to the most complex level of Evaluation.The field of Psychosomatic focuses on gross and fine-motor skills and examines behaviors that can be identified through task analysis. The Affective domain deals with attitudinal behavior, ranging from basic awareness and acceptance to internalization as attitudes become ingrained. Progress can be tracked using Coachwork et. al.'s five levels, which involves determining specific measurable objectives or learning skills, knowledge, and attitudes. It also involves identifying resources and strategies to be used, structuring and sequencing the content, and ensuring that assessment methods align with learning objectives.

Joyce and Flowers provide a list of instructional functions that can be helpful in incorporating available technology into presentations. These functions include informing learners about objectives, presenting stimuli, increasing learner attention, helping learners recall previous knowledge, determining learning sequences, guiding the learning process, and selecting appropriate media based on participant needs and available resources.

Development is a continuous process of creating and testing learning experiences. This process aims to answer questions such as determining the most effective approaches for facilitating learning and assessing progress.Has the analysis of the learning needs and characteristics of the participants been accurate? Were the problem statement, instructional goals, and instructional objectives suitable for the participants' learning needs? To what extent are the teaching resources, instructional strategies, and participant learning experiences successful in meeting the instructional goals and objectives effectively? Can participant learning be accurately assessed with the proposed course of instruction? Negative responses indicate the need for revision.

Implementation involves presenting the learning experiences to participants using appropriate media. Participants are shown how to utilize interactive learning materials, receive classroom instruction, or manage distance-learning programs. Leaning, skills, or understanding are demonstrated to participants who initially practice in a safe setting and then in their intended workspace. The progress of learning often follows cyclic patterns based on motivation and intention. Curriculum should be organized in a spiral manner so that participants continually build upon what they have already learned. Evaluation is conducted at two levels, with the most important being the assessment of participant success in acquiring and retaining demonstrated skills and understandings.The second question is to evaluate the effectiveness of the instructional design package in promoting participant learning. The final question is how to modify the package to enhance its next presentation.

Participant activation and motivation can be achieved by implementing Gene's Nine Events of Instruction. 1. Gain attention by using analogies, anecdotes, paradoxes, photographs, magazines articles, demonstrations, or any other media. Displaying an outline of the chart provides learners with a framework for organizing subsequent content. 2. Inform learners of the objectives by explaining what will be accomplished, their expected involvement, and potential resources. Creating expectancy through objectives and describing the lecture structure stimulates anticipation. 3. Stimulate recall of prior learning by connecting the new lesson to familiar situations or previous knowledge, such as the previous lesson. 4. Present stimuli with distinctive features by highlighting key points in the lesson and utilizing various techniques like photos, drawings, or real objects to maintain attention and enhance comprehension. 5. Guide learning by presenting instructions in small steps, progressing from simple to complex.

To

elicit performance, involve learners in questioning, discussion, and demonstration to ensure they have learned from your instruction. This helps increase comprehension and maintain attention through active participation. Provide feedback as learners respond to your questioning, offering reinforcement or remediation when necessary. Assess performance using a quiz or assignment to confirm mastery of objectives. Enhance retention and learning transfer by providing opportunities for learners to apply their training in a real-world environment, such as a realistic assignment using real data and equipment.

Incorporate the full experiential learning cycle into activities so that students are encouraged to reflect on and analyze their experiences. The ARCS Model for Motivation recognizes that motivation is an important component of design, especially when working with groups of participants who have varying preferences, abilities, and attitudes. Motivated learners are more active and curious, which positively impacts their performance. The ARCS model provides a framework for incorporating motivational techniques throughout a lesson.

The first step of the ARCS model is to capture participants' attention and stimulate an attitude of inquiry. This can be done by asking questions, using emotional or relevant information, creating mental challenges, or using human-interest examples. The second step is to make the instruction relevant to the learners' needs and goals.

Match the instruction to the learners' learning styles and personal interests and tie it into their experience to help them see the relevance. Also, build learners' confidence by creating achievable learning experiences that allow them to display competence and success. Foster satisfaction by supporting learners' intrinsic enjoyment and providing extrinsic rewards for their successes, while also ensuring fair treatment and giving useful and fair feedback. In constructivist theory, the emphasis

is on the learner rather than the instructor. Learners construct their own conceptualizations and solutions, and autonomy and initiative are encouraged. Constructivists believe that learning is a result of mental construction, where new information is integrated with existing knowledge, and active construction of understanding leads to optimal learning outcomes.Learning in constructivist thinking is influenced by the learner's context, beliefs, and attitudes. Learners are encouraged to create their own solutions and experiment with ideas and hypotheses. They are also able to build upon their prior knowledge. Authentic activities such as project-based learning, cognitive apprenticeships, and case-based learning environments enhance learning experiences. By engaging in social negotiation of knowledge, learners can develop and test their understanding through dialogue with others and society. Collaboration is prioritized in learning activities to facilitate the negotiation and testing of knowledge.