While working through the content for LRNT 524 at Royal Roads University I have been exposed to a variety of different design models and processes. The TAPPA process created by Moore (2016) is a fluid method of design that starts with defining the target or desired end result and working backwards from there. It includes rapid prototyping that is created by the designer based on information provided by a subject matter expert whom considers past experience, as well as feedback from learners to create a final artefact used to aid in learning.
As I tend to operate in a logical way, defining the destination, then mapping the route seems to be the most efficient method. I have not been previously been exposed to formal learning design, however, this is a process that completely resonates with me. I have followed a similar process when designing content for my classes, albeit in an informal way.
The TAPPA process is designed to allow flexibility while defining a structure and framework to assist with the design process. I appreciate the models ability to revisit any one of the positions if required, and as such, the model is not required to operate in a linear fashion. While reading about the ADDIE model I discussed a similar tension of linear design models in a previous blog post titled Does it Addie Up? (Heck, 2018).
My question is, does anyone prefer to use a linear model for design? If so, can you explain how and why it works for you? I always appreciate alternate points of view.
References
Heck, T. (2018, November 19) Does it ADDIE up? [Blog Post]. Retrieved from https://malat-webspace.royalroads.ca/rru0071/does-it-addie-up/
Moore, R. L. (2016). Developing distance education content using the TAPPA process. TechTrends, 60(5), 425–432.
Artisan Springerle Rolling Pin – Pixabay Images CC
Authored by Breanne Gale and Tanya Heck
The current digital age has led to the quick accessibility of information, which creates new opportunities for teaching that focus less on expertise and more about deliverance (Bates, 2015). The challenge lies in transference of life skills, such as being able to critically assess information, using proper questioning techniques to evaluate the problem, and the ability to come up with innovative solutions. As such, it is important to create safe learning environments where students feel comfortable engaging in intellectual risk taking to cultivate these skills.
Context
Both my partner and I teach students enrolled in courses in skilled trades. Through the use of the design thinking challenge created by the Stanford d.school, my partner and I created an online activity for skilled trades students age 12 and up that connects students with the broader community, while building a personal connection to the program learning outcomes. This method of instruction honors feedback and feedforward responses by steering away from the Behaviouristlearning theory traditionally used in skilled trades education, to incorporate alternate approaches to teaching task specific skills while creating a variety of methods to demonstrate learning.
Design Prototype
Working alone or in teams of up to 3 people, students will focus on a local artisan or tradesperson who creates a product that is meaningful to their studies to learn a new skill. They will then create and share a presentation to teach the newly learned skill to their peers through their choice of mediums: (for example – create a video, interview the artisan, produce a podcast, create a PowerPoint, develop a Prezi, create a written assignment with photos, or any other format with approval from the instructor). With the creation of each presentation students are contributing to a legacy of online resources that future learners can draw on.
Creating Engagement
In order to create a project that is engaging, students will be given creative freedom in both artisan selection and method of presentation. This creates an authentic assignment and focuses on areas of learner’s interest. For example, when selecting various expertise within the woodworking realm one may consider a master carver, cabinetmaker, weaver, etc…
Intellectual Risk Taking
To accommodate individual comfort levels, students decide how to convey their learning using the online platform. The learner is responsible for demonstrating their newly developed skill from the artisan to their peers. This assignment is both about researching an artisan, and sharing their knowledge with others. The students take control of their learning, and may choose to work with others or alone. By demonstrating a skill that is new to the learner they will be taken outside of their comfort level; however, as all learners are participating at the same level of risk, it creates a shared experience and empathy for others within the class. As our students come from diverse backgrounds, this project offers varied methods to learn and demonstrate learning. The assignment offers alternatives for students with varied skill levels, reduced writing skills, or limited access to technology. Parameters can be modified depending on age, skill level, and subject area of the learner.
Feedback
While considering the above activity we ask for feedback regarding the following points or any others you may choose.
When given multiple options (in this case artisan and presentation style), do you imagine students will become overwhelmed?
Would this be effective for all subject areas and age groups?
How would you support students that are less familiar or new to an online platform through this assignment?
We will be replying to all responses we receive before 4pm Tuesday December 04, 2018 (Pacific Time).
While completing a reading for a course at Royal Roads I was introduced a discussion around the ADDIE model by Tony Bates (2014). The ADDIE model was developed in 1970 by Royce, and is used by instructional designers in creating technology based teaching. ADDIE stands for Analyze, Design, Develop, Implement and Evaluate. The author criticizes the models lack of agility in digital age. Bates suggests that the ADDIE model focuses too heavily on the front end development of content design and development, but does not emphasize the connection and interaction between learner and instructor. Bates (2014) criticizes the ADDIE model for its linear structure, and lack of agility to move quickly to respond to the needs of a diverse audience and a learner population that changes frequently. I agree that learning design should consider learner/instructor interaction and that connection should be an equal focus to the content. While furthering my research I found that not everyone agrees with Bates.
I came across an alternate method to the linear ADDIE model.
Non Linear ADDIE model http://thelearningoak.com/index.php/2016/11/17/addie-is-flexible/#
Hien Nguyen (2016)discusses the evolvement and flexibility of the ADDIE model. Nguyen (2016) emphasizes that the ADDIE model can be customized to the designers needs. When using ADDIE in a non linear way (figure 1) it is possible to speed up the process and focus on specific areas. The figure above shows that every stage uses information developed in other stages to inform and inspire the next stage. The author recognizes the ADDIE model has limitations, but emphasizes the models value is in the simplicity of the design.
Generally speaking, I find that design models are created for a standard academic style theory course. As I teach hands on, skills based courses, I find that I must modify a standard system or model to meet the unique needs of my users. I suggest that there is no single model that will be effective in all situations. Most models or design plans that I have encountered will be used as a starting point, and be revised depending on the context and the learner.
My question to you is this:
Is it possible for any single model to meet the needs of all designers, content, courses and context?
References
Bates, T. (2014). Is the ADDIE model appropriate for teaching in a digital age ? Tony ’ s Publications, 1–5.
Nguyen, H. (2018, November 17). ADDIE is flexible. The Learning Oak.
