Should I Use ADDIE as a Design Map for My Blended Course?
ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. It is a helpful course design format and a theory-driven, reality-tested approach to blended course design. Use a research-based formula for designing your blended learning course and deliver an impactful learning experience.
ADDIE for Blended Course Design
Approaching your first blended learning course can feel as though you’re venturing into unknown territory.
You know instructional design can be just as important as content when you’re combining face-to-face instruction and online technology, but where should you begin?
Let this 20 Minute Mentor get you off to a great start, with presenters Ike Shibley, Ph.D., and Timothy Wilson, Ph.D., explaining the ADDIE Design Map, a theory-driven and reality-tested approach to course design. ADDIE is a helpful design format for any sort of course, but it’s particularly useful for blended learning.
ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. You’ll learn what each phase requires, with sample activities for each, such as:
- Through analysis, determine the knowledge students bring to the class
- During the design phase, focus on learning goals
- In development, don’t forget to consider peer-to-peer interactions
- During implementation, make sure you’re ready to release your complete program
- During evaluation, build assessment into your process
Wilson, assistant professor at The University of Western Ontario, and Shibley, associate professor of chemistry at Penn State Berks, will also share key recommendations, including:
- A timeline for completing each phase
- Information about how to make the most of campus resources when completing the ADDIE process
- Guidance for using your experience to improve future courses
- Rubrics and recommended resources for further action
Use a research-based formula for designing your blended learning course and deliver an impactful learning experience. Invest in this Magna 20-Minute Mentor program today.
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Ivan A. Shibley, Jr. (Ike), Ph.D., is associate professor of chemistry at Penn State Berks, a small four-year college within the Penn State system. He teaches introductory chemistry, general chemistry, organic chemistry, biochemistry, philosophy of science courses, first-year bioethics seminar, and senior science seminar.
His research involves pedagogical approaches to improving science instruction at the college level. He has won both local and university-wide awards for his teaching including the 2009 Eisenhower Award presented to a tenured Penn State faculty member who exhibits excellent teaching as well as mentoring other teachers.
Ike has been teaching blended courses for almost a decade. He first became involved in blended design as part of an 18-month project to completely redesign the general chemistry course at Berks.
As part of a team of six professionals who invested over 1,000 man-hours in the redesign Ike helped provide the pedagogical and subject matter expertise to help guide the redesign.
The course has now been delivered in a blended format for seven years with an average GPA almost 25% higher than previous years. Every section of general chemistry taught at Penn State Berks now uses the same blended design.
Ike has co-authored several manuscript about the results. Ike has also redesigned a nutrition course that is offered in a blended as well as a fully online format.
He and a collaborator have blended upper-level biology courses on cell signalling, neurobiology, and developmental biology.
He presents his work on blended learning at numerous professional conferences and has become an ardent advocate of blended learning.
Timothy D. Wilson, PhD is an associate professor at the The University of Western Ontario (UWO) in the Schulich School of Medicine and Dentistry. In the Department of Anatomy and Cell Biology, Tim is part of a teaching team of gross anatomists who provide anatomical training to allied health sciences students in Kinesiology, Physiotherapy, and Occupational Therapy in addition to the Medical and Dental students at the school.
Tim’s educational upbringing is a transdisciplinary one. It spans from Kinesiology (BSc -Waterloo) to mathematical modelling of exercise in the elderly (MSc UWO) to his PhD investigating the autonomic control of cerebral blood flow (UWO). His postdoctoral training at the University of Pittsburgh was in Neuroscience where the vestibulo-sympathetic influences on blood flow were studied. Throughout the entire process however, Tim was attracted to the lectern and was successful. Tim teaches gross anatomy to a variety of disciplines and has a winning track record with numerous citations of excellence in every year of his teaching career. He is recognized as a leader and a innovator in pedagogy. He has won both departmental and university level teaching awards and was even cited as one of his provinces’ best lecturers.
Tim’s incorporation of blended learning approaches commenced last year as he redesigned one of his courses during a total curriculum restructuring in the professional school of Dentistry. The initial responses were very positive and he has commenced “sustainable” changes towards blended learning in other basic science classes. Despite his youth with blended learning, Tim is a staunch supporter of educational scholarship and research surrounding new methods of knowledge transfer, learning, and cognition. He has published and presented internationally on the subject and his lab affably termed the CRIPT (Corps for Research of Instructional and Perceptual Technologies) is devoted to ‘de novo’ learning, its metrics, and the impacts on the learner and learner behaviours.
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