3. ADDIE
Analyse: needs/ goals/ learners and context
[who/what/where/when/how].
Design: set objectives and strategy
Develop: materials to achieve objectives
Implement: deliver and distribute.
Evaluate: formative and summative. Check the learning and
get feedback
4. ADDIE
•Analyse: needs/ goals/ learners and context
[who/what/where/when/how].
•Design: set objectives and strategy
•Develop: materials to achieve objectives
•Implement: deliver and distribute.
•Evaluate: check the learning, get feedback
5. 2Ds
• The 2 Ds are about designing and developing your instruction
[teaching and learning]
• Robert Gagnes developed a taxonomy of 9 events for instruction.
• These are generally accepted as being useful guides to develop
learning materials of all types.
• E learning
• Hybrid learning
• Classroom based learning
6. Robert Gagnes Nine Events of Instruction
1. Gaining attention
• Giving the learner a stimulus to ensure reception of coming instruction
2. Informing the learner of the objective
• Telling learner what they will be able to do for the instruction
3. Stimulating recall of prior learning
• Asking for recall of existing relevant knowledge
4. Presenting the stimulus
• Displaying the content
5. Providing learner guidance
• Supplying organization and relevance to enhance understanding
6. Eliciting performance
• Asking learners to respond, demonstrating learning
7. Providing Feedback
• Giving immediate feedback on learner's performance.
8. Assessing performance
• Providing feedback to learners' further performance for reinforcement
9. Enhancing retention and transfer
• Providing diverse practice to generalize the capability- transfer to the job
16. Where will learning happen?
F2F
• Classroom?
• Workshop?
• 1 to 1?
Distance
• Home?
• Library?
• Open access?
Mobile
• Phone - text?
• Tablet/ laptop?
Mixture of above – Hybrid/ blended Learning
Using the best channel at the best time to stimulate learning.
The 9 events may be planned to take place on or off line
17. What are the important considerations?
• 9 events – may take place over different channels and in different
contexts.
• Needs to be active for each learner – don’t leave it to happen
forums/ chat/ feedback
• Coaching and mentoring support as well as teaching
online and face to face - reviews
• Create space for learner interaction and exploration
forums/ chat/ wikis/ databases/ glossaries
• Create space for personal and group reflection
forums/ journal
18. Stages [possible]
• Create a skeleton – some resources with
assignments
[Get it on!]
•Develop the skeleton [use ADDIE]
•Develop staff coaching and mentoring skills
• Get feedback – what would learners like to see
and do
• Be adventurous – use advanced features
• Push the boundaries of technology – 3D/ VR/
Mobile learning
19. For your chosen course
1. Plan the skeleton
2. Create it on Moodle
3. Plan its development – what else
could go in there and how would it
work – apply ADDIE
4. Further development to a distance
course in some instances
20. Moodle – planning notes
• Introduction
• Communications
• Introduction session
• Organisation
• Goals and objectives
• Calendar – deadlines
• Consistency – activities e.g quizzes
• Interaction between online/ offline activities
• Feedback from tutors/ assessors – online/ reviews
• Collaboration
• Include forums/ chat
• Include wikis/ glossaries
• Evaluation
• Feedback from learners
21. And finally – an important word about
copyright
• Directly link to resources where access is public
• Permission to use and alter copyright materials
• Storing a ‘work’ [e.g. article] on Moodle is considered to be copying for
copyright purposes.
• Copyright on images/ videos etc
• If in doubt get the written and explicit permission of the copyright
holder – author or publisher.
![What form[s] will your instruction take?
Hybrid Learning](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)