Course Design across Europe", six typical steps
were adopted by more than 50% of participants
during Instructional Design. These are design/select
material, define content-oriented structure of the
course, define learning outcome, design teaching
method, set up learning management system and
define time structure of the course. No important
differences between countries were detected.
A model that can typify these common steps must
be chosen. ADDIE is a generic model. It is used to
describe a systematic approach to instructional
development, virtually synonymous with instructional
systems development (Molenda, 2003). As the
majority of Instructional Design Models can be easily
deducted to it, ADDIE does not enforce a specific
workflow to the instructor and is most applicable for a
context as vast as formal education.
3 ADDIE ADAPTATION
ADDIE is short for Analysis, Design, Development,
Implementation, and Evaluation, that is five,
flexible, context-free phases that can describe an
instructor's steps. Each of the first four phases has an
outcome that feeds the next one in the sequence,
while evaluation phase occurs throughout the
process and may affect one or more of the outcomes
of the other phases.
Figure 1: ADDIE Instructional Design Model.
3.1 Analysis
This is where the outline of the course is considered.
The system must report to the instructor the scope
and objectives, as they were officially stated by the
institution responsible for the course. Analysis phase
also keeps track of the typical audience, the common
characteristics that learners of this course usually
share, such as age and prior knowledge.
3.2 Design
Design phase includes a prototype Instructional
Design for a course not yet planned. Based on the
information provided by the previous phase, the
system must store educational resources and
prototype workflows, referred to as Learning
Designs, which correspond to one or more
objectives of the course. Information about the time
and the place the course will occur are not yet
addressed.
3.3 Development
In development phase the actual place and time of
the course is inserted in the system and specific
learners are registered. In other words, a new
classroom in created. The teacher sets up plans
according to learning designs of the previous phase
that are most applicable for the situation. The
appropriate educational resources are chosen and
matched to plans.
3.4 Implementation
At implementation phase the course takes place.
During implementation, the system should allow the
instructor to make alterations on the outcomes of the
previous phase, as well as report classroom
incidents, like absences and drop-outs.
3.5 Evaluation
Evaluation phase typically occurs during any of the
other phases, for example a revision of the outline of
a course at analysis phase will result to
modifications at design phase and so on.
Evaluating an Instructional Design is difficult as
many parameters have to be considered and
measurable evidence can not always be provided. It
is however possible to evaluate each element of the
Instructional Design based on the including
elements. For example the effectiveness of a
Learning Design may be evaluated from the level of
success of the derived plans and the plans may also
be evaluated by the lessons they consist of.
The system must provide the instructor with
specific metrics that can be used to choose
educational material, plans and learning designs both
absolute and in relation to the audience and other
features of the implementing course. These metrics
will be useful when new decisions are made.
4 SYSTEM DESIGN
ADDIE was used to identify the main issues that the
system must tackle. Only for the sake of
SUPPORTINGINSTRUCTIONALDESIGNINFORMALLEARNING-AKnowledgeManagementSystemfor
Planning,ImplementingandEvaluatingCoursesinTraditionalClassrooms
433