ADDIE: Development Assignment Overview

ADDIE: Development Assignment Overview

In this week’s assignment, you will focus on the development and implementation phases of the ADDIE instructional design model, write a lesson plan, continue your course build, and start your screencast. There are multiple parts: completing week 4 of the Instructional Design Worksheet, updating previous content and highlighting changes; adding syllabus and orientation materials to the Moodle course; developing a lesson plan with an assignment that incorporates a testing or quizzing tech tool covered in this week’s materials; creating an assignment for students that requires use of the tech tool, including instructions and an external link; and beginning work on a screencast teaching presentation demonstrating your course development project, with narration and evaluation of potential improvements.

The assignment is due by Sunday at midnight of week 4, and must be submitted with the specified filename protocol.

Paper For Above instruction

The ADDIE instructional design model provides a systematic framework for developing effective educational programs, encompassing five key phases: Analysis, Design, Development, Implementation, and Evaluation (Molenda, 2003). The development phase, which is the focus of this week's assignment, involves translating instructional plans into tangible learning experiences and materials, ensuring alignment with pedagogical goals and learner needs (Branch, 2009).

In the context of instructional development, this phase requires careful creation of lesson plans, learning activities, assessments, and supporting resources that will facilitate student engagement and learning outcomes (Harris & Hofer, 2011). The process involves a combination of content creation, integration of technology tools, and alignment with curriculum standards. As instructional designers and educators implement this phase, they must consider the appropriateness and usability of technological tools, the clarity of instructions provided to students, and the coherence of the learning sequence (Reiser & Dempsey, 2017).

This week's assignment begins with the completion of week 4 of the Instructional Design Worksheet, building upon prior work from weeks 2 and 3. Updating past content is crucial, with significant changes highlighted for clarity. These updates should reflect the evolution of the course design, incorporating feedback, new insights, and refinements based on the instructional planning process (Kurt, 2009). The worksheet acts as a blueprint for subsequent development activities.

Part of the development process entails augmenting the course site within Moodle by adding syllabus and orientation materials in the Getting Started section. These resources are foundational for orienting students to the course structure, policies, expectations, and tools (García & Jiménez, 2019). Clear, accessible materials foster a welcoming learning environment and reduce confusion at the outset.

Further, students are tasked with developing a detailed lesson plan that incorporates a testing or quizzing technology tool discussed in the course. The assignment should be crafted in a manner that requires students to actively use the tech tool to complete the activity. For example, this might involve creating a quiz using Kahoot!, Google Forms, or Socrative, with clear instructions and an external link to the tool. This practical application enhances familiarity with assessment technologies and supports varied assessment strategies (Gikandi et al., 2011).

Additionally, the assignment emphasizes creating an engaging instructional activity, providing students with purpose and access information, then uploading the activity to Moodle's Week 3 section. This integration ensures that students experience the technology firsthand and understand its application in their learning process.

Finally, students are encouraged to begin preparing a screencast presentation for week 5. This presentation demonstrates the finished course, navigates through its structure, and offers a reflective critique on potential improvements. Using a user-friendly screen casting program, such as Screencast-O-Matic, students will narrate their course layout, demonstrating key functionalities and assessing the course’s effectiveness. The presentation should be concise, capped at ten minutes, highlighting each course segment and providing constructive feedback. This exercise consolidates their course development work and builds digital communication skills (Chuman & Spector, 2020).

The assignment will be evaluated holistically based on content quality, organization, presentation skills, writing mechanics, and APA formatting, adhering to scholarly standards. Integrating technology thoughtfully within the instructional design process underscores the importance of innovative yet user-centered approaches to online education (Johnson et al., 2022).

References

• Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer.
• García, P., & Jiménez, R. (2019). Best practices in online course orientation. Journal of Educational Technology, 35(3), 214-220.
• Gikandi, J. W., Morrow, D., & Davis, N. (2011). Online formative assessment in higher education and its impact on learning outcomes. Computers & Education, 57(2), 2333-2340.
• Harris, M. B., & Hofer, M. (2011). Instructional development and the ADDIE model. Journal of Educational Computing Research, 45(4), 385-402.
• Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2022). The future of learning: Preparing students for tomorrow's world. EDUCAUSE Review, 1, 23-33.
• Kurt, S. (2009). Designing effective online instruction. Journal of Distance Education, 30(2), 45-59.
• Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34-37.
• Reiser, R. A., & Dempsey, J. V. (2017). Trends and Issues in Instructional Design. Pearson.