Redefining ADDIE – LRNT 524 – Innovation, Design and Learning Environments

I am very excited to share with you some of the ways that I design and innovate. I would very much appreciate hearing about some of the ways that you design your learning environments and any advice or insights that you may have for me. 

Redefining ADDIE – by Sam 

A – Attract – In my English as a second language context, it is particularly important to grab the learners’ attention and establish an authentic connection where learners feel safe with the instructor as well as other learners. When stepping back into the classroom whether virtual or in-person, there can be fear or hesitation. This could be a result of past trauma adult students have encountered. By addressing these fears, you set the stage for low-stakes risk and high-stakes rewards.

D – Determine and discover – Contemporary language learners have generally had much exposure and experience with ELS classes and programs over the course of their adolescence and young adulthood. Very often students are being presented with materials and concepts they have already experienced. It is important to determine whether prior language learning was successful. Very often learners believe that they have understood past concepts and structures but in fact might not have. It is every bit as important that students and instructors be aware of strengths and weaknesses.

D – Demonstrate – Once students are aware of what their needs are, demonstrating  through gentle elicitation and modeling is the best way for instructors to guide students.  Demonstration, elicitation and modeling is another low-stakes method for students and instructors to experience learning together. This can allow students to be free to create and move between the structures whether grammatical, lexical, collocational, or more.  This can allow instructors to appreciate what will be needed in future lessons.

I – Improve and iterate – Improvement through production can solidify what students have learned and allow for iteration outside of the classroom for real world use. This is a key step to ensure that what students have learned is not lost once outside the classroom. Iteration can also take the form of review or assessment. This can occur at the beginning of the next class, at the end of the lesson, or at the end of the week or unit.  

E – Establish and elevate – Making sure that students have what they need to be successful is important to build self-esteem and confidence. The social relationships built throughout the process allow students to establish a sense of community and an opportunity to share, care, and practice what they have learned. Networking through in-person and digital spaces is encouraged. Very often students have difficulty making local connections in their personal and professional lives and without real world practice and context, a lot of what has been learned can be quickly lost.

 

References

 

Dousay. T. A. (2017). Chapter 22. Instructional Design Models. In R. West (Ed.), Foundations of Learning and Instructional Design Technology (1st ed.).

Gawlik-Kobylinska, M. (2018). Reconciling ADDIE and Agile instructional design models – Case study. New Trends and Issues Proceedings on Humanities and Social Sciences, 5(3), 14–21. https://doi.org/10.18844/prosoc.v5i3.3906

Osguthorpe, R. T., Osguthorpe, R. D., Jacob, W. J., & Davies, R. (2003). Chapter 42. The Moral Dimensions of Instructional Design. In R. West (Ed.), Foundations of Learning and Instructional Design Technology (1st ed.). Available at https://edtechbooks.org/lidtfoundations.

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