ADDIE: Analysis: Needs Assessment And Predesign Assignment

ADDIE: Analysis: Needs Assessment and Predesign Assignment

This week, you will start the analysis phase of the ADDIE instructional design model by completing a needs assessment worksheet, creating a Moodle course shell, and participating in a wiki activity by sharing an educational technology tool not covered in the lesson. You will describe an educational need for a three-week blended/hybrid course for nursing students or nurses, including learner characteristics, necessary resources, course description, and outcomes. Additionally, you will plan and organize the course, including weekly objectives and topical outline, and develop activities, resources, and assessments aligned with your learning objectives. You will also create lesson plans for a video conference activity and a technology-based assessment, and finally, evaluate your course for readiness, considering course design, communication, learning activities, and technology support. The assignment promotes the application of the ADDIE model for instructional design within an online nursing education context.

Paper For Above instruction

The utilization of instructional design models like ADDIE (Analysis, Design, Development, Implementation, Evaluation) is essential for developing effective educational programs, particularly in specialized fields such as nursing education. This week’s assignment focuses on applying this model to create a structured, learner-centered, and technology-enhanced online course for nursing students or practicing nurses. The primary aim is to ensure that the course addresses an identified educational need while being feasible, engaging, and aligned with sound pedagogical principles.

In the initial analysis phase, a comprehensive needs assessment is crucial to identify gaps in knowledge or skills among nursing learners. For instance, a three-week blended/hybrid course on managing patient care transitions could address gaps in interdisciplinary communication. The course’s goal would be to improve nurses’ ability to coordinate safe patient discharges and admissions, thereby enhancing patient outcomes. This focus aligns with the overarching objective of nursing education to develop competent practitioners capable of delivering safe and effective care in diverse settings.

Understanding the potential learners’ characteristics informs course design. The audience may include practicing nurses, ranging from early-career to experienced professionals, with varied educational backgrounds, cultural contexts, and technological proficiency. Age ranges might span from 22 to 60 years, with differences in computer literacy and motivation levels. Knowing their background knowledge of the subject helps tailor course content. Time expectations, such as dedicating approximately 3-4 hours weekly, should be realistic and accommodate their professional responsibilities. The case for optimal class size (e.g., 15-20 students) hinges on fostering active participation and enabling personalized feedback, supported by adult learning theories emphasizing interaction and relevance (Knowles, 1980).

Technological and financial support needs include reliable internet access, computers, and necessary software such as Moodle, as well as supplementary materials like textbooks or online resources. The instructor must have a functioning computer with internet capabilities, course management software, and multimedia creation tools. Learners require devices compatible with Moodle, headphone microphones for participation, and access to external tools like Zoom or Collaborate for synchronous sessions. Resources such as open-access readings, videos, or proprietary software should be provided to minimize costs and barriers.

The course description succinctly encapsulates the course’s purpose: to equip nurses with skills in managing patient care transition processes through interactive online modules and practical activities. Course outcomes should be SMART—Specific, Measurable, Achievable, Relevant, and Time-bound—and span Bloom’s domains: cognitive (knowledge), affective (attitudes), and psychomotor (skills). For example, a cognitive outcome might be "By the end of the course, students will demonstrate understanding of patient discharge procedures" (Bloom’s level: comprehension); an affective outcome could be "Students will recognize the importance of interprofessional communication"; and a psychomotor outcome might be "Students will accurately document patient discharge summaries." These outcomes guide the development of weekly objectives and activities, ensuring alignment with learning goals.

In terms of course organization, creating a clear structure with sections like “Getting Started” and weekly modules facilitates navigation and scaffolds learning. Each week should feature two to three objectives aligned with Bloom’s taxonomy, with topical outlines covering key subjects such as communication strategies, technology integration, and legal considerations in patient transfer. Online activities could include asynchronous discussions, case studies, or multimedia presentations, while in-person components might involve simulations or hands-on assessments if applicable.

During the design and development phases, content resources should include diverse formats like videos, articles, and interactive modules. Creative use of technology—such as podcasts, wikis, or virtual simulations—enhances engagement and supports varied learning styles. For example, a week might include a recorded lecture, a discussion forum on ethical considerations, and a quiz on legal documentation. Activities must be purposefully chosen to meet specific objectives, utilizing evidence-based instructional strategies such as active learning and formative assessments to monitor progress.

Practical implementation involves testing the course through peer review, beta testing with a small cohort, or instructor-led walkthroughs to identify technical issues and content gaps. Collaboration with IT specialists and colleagues ensures technological robustness. The full course should be accessible in a structured sequence, with the option for learners to progress sequentially or access modules non-linearly, depending on design decisions. A comprehensive syllabus outlining policies, grading criteria, and technical requirements should be developed and uploaded to Moodle for transparency and consistency.

The development of lesson plans for video conferences and assessments further solidifies instructional effectiveness. Selecting appropriate tools, such as Zoom or Collaborate, supports synchronous interaction and real-time feedback—key factors in fostering engagement and community-building. A rationale for choosing these tools may include their ease of use, stability, and features like breakout rooms or polls, which align with adult learning theories emphasizing social learning and collaboration.

Finally, in the evaluation phase, ongoing assessment of the course’s effectiveness is vital. Reflecting on previous teaching experiences and employing varied evaluation methods—such as quizzes, reflective journals, or observational checklists—provides comprehensive feedback on learner progress. Clear grading rubrics and timely, constructive feedback foster a supportive learning environment. Conducting formative assessments during development ensures the course’s alignment with objectives and identifies areas for improvement, ultimately promoting learner success and course quality.

References

• Billings, D. M., & Halstead, J. A. (2020). Teaching in Nursing: A Guide for Faculty. Elsevier.
• Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of Instructional Design. Cengage Learning.
• Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Cambridge Books.
• Morrison, G. R., Ross, S. M., & Kemp, J. E. (2019). Designing Effective Instruction. Wiley.
• Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base. Routledge.
• Seels, B., & Richey, R. (2012). Instructional Technology: The Definitions and Domains of the Field. In R. Reiser & J. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology. Pearson.
• Swan, K., & Shuman, T. (2005). Internet-based education in nursing. Journal of Nursing Education, 44(10), 455–460.
• Smith, P. L., & Ragan, T. J. (2005). Instructional Design. Wiley.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.