ADDIE Instructional Design Worksheet

ADDIE Instructional Design Worksheet

ADDIE Instructional Design Worksheet

 

Week 1: ADDIE Analysis Phase

Pre-Design Phase (see Billings, Chapter 10)ADDIE Instructional Design Worksheet

 

Needs Assessment: Describe an educational need you could address by offering a three-week blended/hybrid course of study. This means that there are online and in-person components. At least 50% of your course must be delivered online. This could be content in a nursing program, or it can address a need you have identified where you work. Do not create a course for patients or the general public. It must be for nursing students or nurses. Address the following:

 

What do you hope to accomplish by offering this training?

 

Learner Analysis: Describe your potential learners (what are the likely characteristics of your intended audience?). Address each area below.

 

Age Range

Culture/Ethnicity

Education Level

Background Knowledge of the Subject

Computer Proficiency

Motivation to learn

 

How many students will you enroll in your class at a given time? Why is this an optimal size (provide rationale and cite source)?

 

 

What are your time expectations of the learner? How much time should a learner expect spend on this course material each week? Be realistic.

 

 

Needs Assessment: What kind of financial and technological support will you need and from whom?

 

What hardware/software must the instructor and learner have?

 

Is there a book or any type of additional learning materials that must be purchased by the student? If not, what resources will be provided?

 

Course Preparation

 

Title: What is the title of your course?

 

 

Course Description: Write a 4-5 sentence course description (look at the course description for this or previous courses for examples).

 

 

Course Outcomes: Write three course level outcomes using correct format. Outcomes should be specific, measurable, achievable, relevant, and time sensitive (see SMART goals). Each Outcome should represent one of Bloom’s learning domains (cognitive, affective, psychomotor). You should have one of each type. See Billings, Chapter 10. Use the stages, verbs, etc. associated with each as described in your text. You can add an additional objective if desired, but no more than five.

 

Keep in mind that course outcomes are general and represent what you hope the student will accomplish by the end of the course . Don’t make them too specific. Find and use a reference on learning/course outcomes to use as a reference. Cite the source.

 

Course Objective Learning Domain Bloom’s Level
1.
2.
3.

 

 

Create in Moodle

· Give your course a title.

· Add your course description and outcomes in the title description/summary box.

· Upload a course image.

· Create your faculty profile with background information and a photo. Include your philosophy of teaching/learning in the description.

 

References for Week 1: List all references used here in APA format.

 

 

Week 2: ADDIE Analysis Phase: Organizing the Course

 

Now you will begin to plan and organize your course. Creating a course requires much planning and many decisions. This next section will help you make those decisions. Cite your sources!

 

Chapter 10 will help you answer the following questions.

 

What types of structured and unstructured activities do you envision and why?

 

 

What types of active and passive learning activities do you envision and why?

 

 

Write a paragraph explaining your expectations of the students/class norms.

 

 

Chapters 20 and 21 will help you answer the following questions.

 

Think about how you will divide the course between online and on campus activities? You do not have to provide details here. That will come later, but in general, consider how you will divide the time. Think this through and explain your reasoning below.

 

 

Will the online component have synchronous, asynchronous or both types of activities? Give a few examples and provide your rationales.

 

 

 

What will the in-person component involve?

 

 

 

What do you see as your role as the faculty member teaching this content?

 

 

 

 

Course Structure: Your course will be offered over three weeks, but you will need four sections on Moodle. One of these will be titled “Getting Started.” This will provide introductory material for the student. You will also have a section for each week. Over the next few weeks, you will design and create your content. Before you can do this, you must identify your weekly objectives and topical outline for each week. You will do this below and then transfer it to Moodle.

 

 

Assignment

 

Write two or three student learning objectives for each week (minimum 2 per week). Identify the learning domain (cognitive, affective, psychomotor) and Bloom’s taxonomy level (review from last week and use Billings, Chapter 10). Use these newer terms, not the original taxonomy that you might see online. Do some research on these if needed. Write a brief bulleted topical outline for the week (no more than 5 topics) that lists the content you will cover.

Notes:

· Assume the objectives are to be met at the end of the week. Start your objective with a verb that is consistent with your Bloom’s Taxonomy level and learning domain.

· If you see the word “and” in your objective, you actually have two objectives. Write the part after “and” as a separate objective.

· You do not have to include all three learning domains every week, but each should be represented over the three weeks because your course outcomes include one of each. In the last column, identify by number the course outcome the objective addresses.

· You can have more than two objectives, but that is all that is required each week.

· You only need to list the course objective number in the last column. No need to write it out.

 

Week #1

By the end of week 1, the student will:

Weekly Learning Objectives Learning Domain Bloom’s

Level

Related course outcome

 

Topical Outline:

 

 

Week #2

By the end of week 2, the student will:

Weekly Learning Objectives Learning Domain Bloom’s

Level

Related course outcome

 

Topical Outline:

 

 

 

 

Week #3

Topical Outline:

By the end of week 3, the student will:

Weekly Learning Objectives Learning Domain Bloom’s

Level

Related course outcome

 

 

 

Create in Moodle

· Add descriptors to the Week 1, Week 2, and Week 3 titles (e.g., Week 1: introduction to the Nursing Process).

· Add your learning objectives and content outline to the corresponding weekly sections.

· Embed your welcome video into the Getting Started folder.

 

References for Week 2: List all references used here in APA format.

 

 

 

Week 3: ADDIE Design and Development Phases

 

Now you will create the basic design of your course. This phase will take a good bit of thought on your part. Plan the types of learning activities you will develop to meet your weekly learning objectives. Each week must include, at a minimum , three different resources (i.e. lecture, readings, videos), one collaborative activity (i.e. discussion, wiki, group project, online meeting), and two assessment methods (i.e. paper, test, journal).

 

Notes:

· Change things up each week and use different tech tools that might include blogs, wiki’s, presentations, videos etc. Don’t just say you will do a discussion each week. Get creative.

· Keep in mind that you are addressing specific learning objective. Your content and learning strategies should match the objectives and topical outline.

· Copy the objectives from week 2 of this worksheet. Then, describe the content, format, and rationale for each learning activity you list below.

· Ask yourself if you are addressing and measuring your objectives. If not, add additional activities.

· Your activities should be above and beyond anything I assigned in the lesson plan assignments.

 

Week #1

List Week 1 Learning Objectives:

 

 

 

 

Describe activities that will address and measure those objectives.

Resources (3): Include the format and content (e.g., article on cardiac pathophysiology, PowerPoint on EKG interpretation) Collaborative activities (1 or more): Include format and content (e.g., case study, discussion on a heart failure) Assessment Methods (1 or more): Include format and content (e.g., return demonstration on EKG lead placement, quiz over heart failure

ADDIE Instructional Design Worksheet