Methodology model
ADDIE Model for Instruction System Design
For this project, we will use an instructional design approach developed by McGriff (2000) called the ADDIE approach. The ADDIE approach is a learner-centred approach, whereby learners are analysed at the analysis, design, development, implementation and evaluation stages of learning (McGriff, 2000).
Pre-service teachers will be asked to use this approach when analysing the real problems of current teachers in their case studies. Pre-service teachers will need to provide suitable solutions for the proposed problem. The problem will be either an analysis problem, a design problem, a development problem, an implementation problem or an evaluation problem.
| Stage | Definition |
Example |
| Analysis |
The process of defining what is to be learnt | Task analysis, learner profile |
| Design | The process of specifying how it is to be learned | Instructional strategy, resources |
| Development | The process of authoring and producing the materials | Develop workbook, exercises |
| Implementation | The process of installing the project in the real world context | Teacher training, data |
| Evaluation | The process of determining the adequacy of the instruction | Record time data, project report |
Analysis
This phase is the foundation for all the other phases of instructional
design. During this phase, the problem will need to be identified as well
as the source of the problem, with possible solutions proposed. For example,
teachers may need to actually analyse music tasks to define what is to
be learnt.
Design
This phase involves specifying how the instructional goals will be reached.
This may include conducting a learning analysis, writing objectives, selecting
delivery methods and sequencing instructions. For example, teachers may
create resource that they may use in their teaching.
Development
This phase is designed to generate lesson plans and materials. This phase
builds upon the previous two phases of Analysis and Design. For example,
students may develop a series of lesson plans to help with the learning
context problem.
Implementation
This phase refers to the actual delivery process of the instructions,
within different learning contexts. This phase is designed to support
the understanding of the student's mastery of the material and objectives
and ensure that students can transfer the knowledge into their other domains.
For example, teachers may implement their actual project into a real learning
context.
Evaluation
This phase is designed to measure the effectiveness and efficiency of
the instructions. Evaluation may be formative or summative. Formative
evaluation is designed to improve the instruction and objectives before
complete implementation. Summative evaluation is designed to access the
overall effectiveness of the instruction and objectives, after the final
version has been implemented.
The ADDIE approach is a systematic approach,providing a dynamic, flexible process for developing effective instruction and objectives. It is hoped that when pre-service teachers analyse the learning contexts, they will develop a greater understanding of the problem through better understanding of the nature of the problem as an analysis, design, implementation or evaluation problem.
