Analysis part of ADDIE model

This is a run through on what we might think of in terms of the Analysis aspect of the ADDIE model. These are just some ideas, but maybe it’s a good starting point to the analysis conversation. I have a second post on learning philosophy, but I’ll hold that back to fine tune it.

I hope it’s not too long, or awkwardly worded.

Everything here is up for grabs, and this is just a starting point. Please rip it to pieces – I’m learning my way through this stuff as we do it, and peer criticism has always been, for me, a really powerful learning tool. Plus, I’ve probably left more out that should be in here, than I’ve put in.

So, please disagree, suggest, add, subtract, criticise and adapt as you see fit.



Analysis – analyse existing module, learner profile, clarify instructional problem, goals and objectives are established, learner prior knowledge and skills identified. (I’ve grafted the toolkit Muireann posted onto the graphic Lisa posted for this list)

–              Analyse existing module?  perhaps we could crit an existing one by someone else.

–              Our goals and objectives we are defining at the moment, but, Lisa’s statement could be a good starting point here.

–              Prior knowledge – we are targeting novices, so we will have to chunk, repeat, reduce extrinsic cognitive load (the demand in how we present the stuff – keep presentation simple) intrinsic load ( we will have to manage the actual content  so it’s not too difficult or demanding – we can chunk it into small pieces, and provide good tests and good feedback in the tests, feedback on project work – both peer and instructor feedback – and simple presentation style). If we are targeting educators, we may assume they are IT novices, but we might also assume they are educationally skilled. So, one approach when talking about the IT aspect, and a modified one when talking about using the IT educationally. We could include additional learning theory links and resources here.

Advance Organisers could help, and could be elective. Also gives us a bank of remedial activities that students can access if a lesson is too fast for them. I’d suggest Organisers need to be teach, test, and feedback based. The student does the micro lesson, does a test, and gets a mark, and meaningful feedback for each answer they give.

–              Identify content – work in progress, but Cloud Computing, and collaborative apps are shaping up. Again, Lisa’s statement is probably the starting point here.

–              Environment and delivery – Wikispaces (possibly), Articulate, YouTube, DropBox – tbd.

–              Assessment Strategies – not too sure here. As our targets are novices, guidance, assessment and feedback seem key. We could think about an automated aspect – for the simpler stuff, automated quizzes with meaningful feedback, common problem questions, predicted misconceptions. Forum based feedback – students are given work to do which is posted on a forum, commented on by other students, and then the instructor gets a chance to comment. Instructors could be available on IM, email and or Skype for a specified time (say 1 hour three times a week…) while a course section is running. As our learners are novice, we should have in mind they will need more guidance than learners who are competent in the area. Tests at the end of each lesson. Project work.

Options include

                a) Monitoring set forum discussions/activities and contributing (instructor or lesson sets a topic for the forum, and a set of actions for the learner – go make three posts about this topic. Write a forum post on what three things you learned and what you could do with them etc etc, instructor contributes to the discussion)

                b) Monitoring forums and test results and assigning new activities (that have built in guidance) – here the Advance Organisers, for example, could be used to address noticeable learning gaps. Or we could create small, micro lessons that target known or expected difficulties.

                c) An FAQ style resource for common problems

                d) Assigned moderators from the student populace ( which is a carrot to some students – do well and become a mod)

                e) Formative feedback from peers, and from instructors, based on set tasks and discussions

                 f) Feedback as part of test or task or project from mods, learners and instructors ( feedback in a testing environment may be very useful for novices)

                 g) communities set up to give feedback on project planning stage

–              Constraints : We have time and effort  and resource constraints, so, for example, live feedback may have to be eliminated or reduced. Our apps focus is likely to be narrow due to time, our support structures (like extra lessons, Advance Organisers) if we use them might need to be small. Novice learners have particular demands that require more of our resources than skilled learners (guidance, structure, chunking,).



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