In the article by Bates (2014), he suggests that the ADDIE model has both benefits and limitations, which I think can be said about most learning design models. He questions whether or not the model is appropriate for teaching in the digital age. Based on my experience in Corporate Training, this method of Analysis, Design, Development, Implementation, and Evaluation is the most widely used design model for creating learning events both print-based and online. Almost all of the instructional designers I know use this model. My question is why? As Bates points out, the model’s widespread use is typically because “it is extremely valuable for large and complex teaching designs” (Bates, 2014, pp.8).<\/p>\n
From my former days in Corporate Training, I can see how this is useful as a starting point in order to begin developing a learning event, especially if you are working with a large team and each is responsible for their own piece of the process. However, I would agree with Bates (2014) that it can be heavily focused on the Content Design and Development piece and the up-front Analysis piece is sometimes lacking. In my experience, I do not believe enough attention is paid to understanding the needs and characteristics of the learners who engage in the learning. I would also suggest that in the Corporate Training world, timing is often a large constraint. Training Departments sometimes need to rush through these steps (ADDIE) in order to ensure a project or program is delivered on-time and on budget. This also sometimes becomes more important than the quality of the design and the return on investment for the learners. In my experience, approvals at each stage in ADDIE process can become cumbersome and restrict creativity.<\/p>\n
Thomas (2010), on the other hand, reflects on various different types of design models, many of which I had not heard of before. The model that struck me the most was the ASSURE model where ASSURE stands for Analyze Learners, State Objectives, Select Methods, media, materials, Utilize Media and materials, Require learner participation, and Evaluate and revise. “The ASSURE model incorporates Gagne’s events of instruction to ensure effective use of media in instruction” (Thomas, 2010, p.217). I found that this model seems to encourage a stronger analysis of learners up front. Encouraging instructional designers to include learners in the design process would ensure a better quality of learning design. In my experience, the design process often leaves out the learner; essentially suggesting that the learners don’t know what they don’t know. Creativity is often stifled as the process of getting there becomes more important the the quality of the learning.<\/p>\n
Choosing the appropriate design model for a particular type of learning either online or in the classroom becomes particularly important.\u00a0 Since, not all learning programs are the same, each one is created for a unique set of learners facing a unique set of challenges. I think that will be the biggest challenge for me as I move forward in this course. Since ADDIE has always been the safe choice, but has not necessarily provided the best learning experience or the best quality learning programs. Thomas (2010) has provided an in-depth look at other models which I am eager to try out as I move throughout the course.<\/p>\n
References<\/p>\n
Bates, T. (2014, September 9). Is the ADDIE model appropriate for teaching in the digital age? [Blog post]\n
Thomas, P. Y. (2010).\u00a0Learning and instructional systems design. In\u00a0Towards developing a web-based blended learning environment at the University of Botswana<\/i>. (Doctoral dissertation).<\/p>\n","protected":false},"excerpt":{"rendered":"
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