Instructional Design - The ADDIE Approach by Branch

Instructional Design - The ADDIE Approach by Branch is the book titled Instructional Design: The ADDIE Approach authored by Robert Maribe Branch, Department of Educational Psychology and Instructional Technology, University of Georgia, Athens, GA, USA, and published by Springer Science+Business Media, LLC in 2009.

• Action Learning. A performance-oriented, student-centered, problem-based strategy that promotes immediate and long-term knowledge and skill transfer. Action learning is effective because of the fidelity sought between classroombased activities (learning space) and requirements outside the classroom (performance space).
• ADDIE. A product development paradigm. The components include analyze, design, develop, implement, and evaluate.
• Affective Domain. The division of Bloom's taxonomy of educational objectives that references those objectives and test items demonstrating interest, appreciation, attitudes, values, and psychological adjustment.
• Analysis Summary. The document completed at the conclusion of the analyze phase that records your research and describe your findings, conclusions, and recommendations. Components include a statement describing the cause of the performance discrepancy and the potential value added for training, a purpose statement for the training project, a list of the instructional goals, a learner audience profile, a list of resources you will require, and recommended training delivery system options including cost estimates for each option.
• Analyze. The first phase of the ADDIE instructional systems design process; its purpose is to identify the probable causes for the absence of performance and recommend a solution.
• Asynchronous. Any place and any time.
• Attitude. Personal choice and human modeling are manifestations of attitudes.
• Behavior. An action that is an overt, observable, measurable performance.
• Bloom's Taxonomy. A classification of behavior and learning developed by Benjamin Bloom and several colleagues; organized into three different domains of learning: cognitive (or intellectual), affective (or emotional/attitudinal), and psychomotor (or physical, motor).
• Classroom Model. One type of models in which ISD is commonly applied. The model assumes that the context includes a few hours of classroom instruction as seen in schools where the instructor is often the developer of the instruction. Classroom models usually outline only a few ISD functions and offer instructors a general road map to follow.
• Classroom Training. Any instructional or training technique, which utilizes classroom environment.
• Criteria. Criteria is the third component of a learning objective that describes the quality or standard of performance that will be considered acceptable.
• Criterion-Referenced Test. Criterion-referenced test is the type of test that compares the performance of a student with the degree to which the objectives were achieved.
• Criterion-Referenced Test Items. Test items whose responses are compared with some objective standard rather than with other responses as in norm-referenced items.
• Coach. The coach's overall role is to help the team accomplish their given tasks by answering questions and offering advice and guidance on how to approach a given situation using the methodology adopted by a community of practice.
• Computer-Based Training (CBT). Any instructional or training technique, which features a computer.
• Cognitive Strategies. Learning that is domain specific or executive, as in metacognitive, describes cognitive strategies.
• Condition. Condition is the component of a learning objective that describes the specific situation in which the performance occurs.
• Content Analysis. Content analysis is a procedure that, when applied to an instructional goal, results in the identification of the relevant knowledge, skills, and procedures required for a learner to achieve the goal.
• Content Resources. Content resources include existing course material, existing videos. These pre-existing resources may be available that contain valuable content. They could be used in one of the following ways, such as reference for content, as reference for learning strategies, parts used in the training without alteration, parts used for illustration or examples only.
• Concurrent Engineering. An ISD approach first used in industrial engineering that refers to direct involvement of all stakeholders in all stages of the process.
• Debriefing. Debriefing is the process of helping people reflect on their experiences to develop meaningful learning. The purpose of a debriefing session is to gather oral feedback from test participants. A designer or an evaluation professional will write the debriefing question. During the debriefing session, make sure that all comments are captured and that discussions stay focused and relevant.
• Deliverables. Any measurable, tangible, verifiable output that must be produced to complete the project or a training course.
• Delivery System. Term used to describe the means by which instruction will be provided to learners. Includes instructor-led instruction, distance education, computer-based instruction, web-based instruction, and self-instructional materials.
• Design. The second phase of the ADDIE instructional systems design process; its purpose is to verify the learning tasks, performance objectives, and testing strategies.
• Design Brief. The document completed at the conclusion of the design phase showing a detailed overview of the training. Components included are a sequenced list of learning tasks; a sequenced list of performance objectives; a list of testing strategies, a summary of benefits derived from the training.
• Develop. The third phase of the ADDIE instructional systems design process; its purpose is to generate and validate the training materials.
• Embedded Tests. Opportunities for student to demonstrate their knowledge and skills in meeting objectives during the episodes of intentional learning.
• Evaluate. The fifth phase of the ADDIE instructional systems design process; its purpose is to assess the quality of the training materials prior to and after implementation and the instructional design procedures used to generate the instructional products.
• Evaluation Plan. The deliverable for the evaluation phase of ADDIE.
• Facilitator Guide. The print resource that is used by the facilitator to lead the instruction. Incorporates all aspects of analysis and design into its development, making it the primary vehicle to house all facets of the instruction: instructional strategies, testing strategies, learning objectives, content, pacing, timing, introductions, closure, transitions, and reviews.
• Facilitator Plan. The portion of the implementation plan that describes how the facilitators will be selected and prepared to lead the training event includes the following components: identification, schedule, preparation (train-thetrainer).
• Feedback. Information received that is either confirming or corrective of some action.
• Field Trial. The final stage in formative evaluation, referring to the evaluation of the program or product in the setting in which it is intended to be used.
• Flowcharting. Procedure for identifying and graphically representing the sequential and alternative relationships among processes and decision points relevant to completing a project.
• Formative Evaluation. The process of collecting data that can be used to revise the instruction before implementation, thus making the instruction more effective. A pilot test is an example of formative evaluation.
• Gagne's Nine Events of Instruction. A method for organizing instructional strategies within the lesson designed by Professor of Instructional Design, R.M. Gagne. The nine events of instruction include gain attention, inform learners of the objectives, stimulate recall of prior learning, present the stimulus (content), provide learner guidance, elicit performance, provide feedback, assess performance, enhance retention and transfer (closure).
• Group-Based Instruction. The use of learning activities and materials designed to be used in a collective fashion with a group of learners; interactive, group-paced instruction.
• Hierarchical Analysis. A technique used with goals in the intellectual skills domain to identify the critical subordinate skills needed to achieve the goal and their interrelationships. For each subordinate skill in the analysis, this involves asking, What must the student know how to do in order to learn the specific sub-skills being considered?
• Human Resources. Human resources include facilitators, coaches, manager contact, and subject matter experts.
• ID Model. A graphic representation of a systematic approach. Designed to facilitate efficient and effective development of instruction.
• Implement. The fourth phase of the ADDIE instructional systems design process; its purpose is to conduct the training.
• Implementation Plan. The deliverable for the implement phase consisting of the learner plan which is used to identify and prepare the learners to participate in the instruction and the facilitator plan which is used to identify and prepare the teachers to facilitate the instruction.
• Instruction. Instruction is the delivery of information and activities that facilitate learner's attainment of intended learning goals.
• Instructional Goals. Brief statements describing the terminal tasks those learners will perform as a result of the training. Note that they describe performance and do notspecify the criterion (standards) for neither the performance nor conditions under which the performance will be demonstrated.
• Instructional Design. Instructional design refers to the systematic process of translating principles of teaching and learning into plans for learning resources and instructional strategies.
• Instructional Designer (Instructional Developer or ID). This is the person who performs consulting and development tasks necessary to create learning resources. This person (or team) typically gathers and analyzes information about content and skills. Determines performance objectives based on the results of information gathered. Writes the Blueprint and draft materials. Works with media people to assure that all-master materials adhere to the design of the course. Organizes the test session and rehearses the instructor. Prepares the materials for the reviews required at each stage of the instructional development process. Makes revisions specified by the project manager or sponsor.
• Instructional Facilities. Instructional facilities include number of rooms, room capacity, and times available.
• Instructional Strategies. The means by which the content and skills are transferred from the training delivery vehicle (instructor or CBT or video or Web) to the learner. Examples include demonstrations, role plays, hands-on practice, simulations, discussion, lecture, illustrated diagrams with explanations, step-by-step review; self-study exercises, reviews, on-the-job training exercises, practice with coaching, video demonstrations, examples or role plays, and others. Often organized by these categories: pre-instructional activities, content presentations, learner practice, feedback, and closure.
• Instructional Systems Design. (Also known as instructional design) The name given to the process of creating instruction in order to close a performance gap that is due to a lack of knowledge and skills.
• Iterative Process. One that is nonlinear; offers the opportunity to return to parts of the process and make changes due to knowledge gained in other parts of the process.
• Intellectual Skills. A skill that requires some unique cognitive activity; involves manipulating cognitive symbols, as opposed to simply retrieving previously learned information.
• Jargon. Special terms generated, adopted, or adapted by members or a profession that enables a shorthand communication that is efficient for practitioners who understand the terms but may be confusing to those unfamiliar with the jargon.
• Job Aid. A teaching device intended to be self-explanatory and self-instructional; a formalized set of textual and graphical step-by-step directions for accomplishing a task through one or more techniques.
• Knowledge. A thought, fact, or concept such as a cognitive task.
• Learner Analysis. Data collected about the student group(s) used to inform decisions throughout the ADDIE. Components include learner group(s) identification, general characteristics, numbers, and location, experience level, attitude, and skills that impact the training delivery system.
• Learner Guide. A print resource used in the instructional process by the participants to enhance the learning during the training and, in some situations, to use as a reference tool following training.
• Learner Plan. The portion of the implementation plan that describes how the learners will be selected and prepared to participate in the training includes the following components: identification, schedule, notification, tracking plan.
• Learning Context. The actual physical location (or locations) in which the instruction that is under development will be used.
• Lesson Plan. A formal design for a particular instructional segment. Lesson plans can range from single-page outlines to comprehensive instructor manuals. Specifically, a lesson plan guides the teacher in producing and delivering the instruction. A lesson plan relates learner outcomes to instructor and student activities for accomplishing the outcomes and to resources required supporting the activities.
• Levers of Performance. Common factors that influence the performance of employees such as re-engineering, information, authority, and timely feedback.
• Media. The physical means selected or developed to communicate instructional messages. Examples include drawings, slides, audiotape, computer, person, model to name a few.
• Media Selection. A function carried out during the development of the instruction whereby various media are selected in order to enhance the quality of the learning, present or reinforce key points, and meet the needs of different learning styles.
• Model. Model is defined as an example or pattern that prescribes relationships in a normative sense.
• Module. An instructional package with a single integrated theme that provides the information needed to develop mastery of specified knowledge and skills, and serves as one component of a total course or curriculum.
• Motor skills. Executive subroutines and past skills: learned through practice describe motor skills.
• Multiple-Choice Test Item. A test item that contains a stem setting forth a problem, followed by a correct solution randomly placed among several foils or distracters.
• Norm-Referenced Test. Norm-referenced test is the type of test that compares the performance of a student with the performance of other students.
• Objectives (Learning). The desired outcomes for the training event (what the training should accomplish in terms of performance the learners should exhibit in the learning environment in order to be considered competent) consist of three components (the performance, criterion, and standard), are congruent with the tasks and testing strategies. (Objectives can also be established for on-the-job performance, business or impact performance, or ROI) (often referred to as performance objectives although performance objectives are actually a description of the performance shown on-the-job rather than in the learning environment.)
• One-to-One Evaluation. The first stage in formative evaluation, referring to direct interaction between the design team and an individual student.
• Performance. Performance is the component of a learning objective that describes what the learner should be able to do at the completion of the instruction.
• Performance Analysis. Actions taken to discover the cause of the performance discrepancy.
• Performance Discrepancy. (Also known as the performance gap) The gap that exists between what we call actual performance (the current performance of the employee) and the desired performance (the required or requested performance of the employee).
• Performance Test Items. Test items used to determine whether someone can directly apply specific skills and newly constructed knowledge in appropriate situations.
• Pilot Test. The last step in the field trial (the third phase of formative evaluation). Students who participate in the pilot test are expected to meet the objectives in the instruction. Data collected from the pilot test is provided to the client who uses it to make the final decision about whether to proceed with implementation.
• Posttest. A criterion-referenced test designed to measure performance of objectives to be taught during a unit of instruction, given after the instruction. Typically does not include items on prerequisite knowledge and skills.
• Pretest. A criterion-referenced test designed to measure performance of objectives to be taught during a unit of instruction and performance on prerequisite knowledge and skills, given before instruction begins.
• Procedure. Procedure describes a sequence of tasks.
• Project. A temporary endeavor undertaken to accomplish a unique product or service.
• Problem. A condition in which someone desires a certain state of affairs but does not immediately know how to attain it.
• Prototype. A functional version of a new process and/or product, usually in an unfinished state, whose effectiveness and efficiency to be tested.
• Psychomotor Domain. The division of Bloom's taxonomy of educational objectives that references those objectives and test items demonstrating manipulative or motor skills.
• Purpose Statement. A brief statement (approximately 25 words) in which the overarching expectation identified for closing a performance gap is clearly and succinctly stated.
• Reliability. The degree to which a test instrument consistently measures the same group's knowledge level of the same instruction repeatedly.
• Resource Inventory. Data collected about the resources available to complete all five phases of the ADDIE process. Components include content resources, technology resources, instructional facilities, and human resources.
• Short-Answer Test Items. Test items used for determining the degree of students factual recall, where they respond to a question with a brief written answer in a designated space, usually below the question.
• Skill. Skill describes something physical, usually involving motor tasks.
• Small-Group Evaluation. The second stage of formative evaluation, referring to the use of a small number of tryout students who study an instructional program without intervention from the designer and are tested to assess the effectiveness of the instruction.
• Sponsor. This is the person who is paying for the project and who has requested that the project be undertaken. Often referred to as the client.
• Storyboarding. A design technique for showing as individual scenes the proposed sequence of visual and audio elements in a production using some form of optically projected media, e.g., television, slid/tape, interactive video.
• Summative Evaluation. The process of collecting data following implementation in order to determine the degree to which the instructional goals are being accomplished.
• System. System describes interdependence, dynamic, synergistic, and responsive to the environment.
• Script. A written document that provides for talent in a film or video production, details about their lines, where to stand, and the timing of their activities.
• Subject Matter Expert (SME). This is the person who must take responsibility for the accuracy of the facts, concepts, and other content that will be presented. Subject matter experts are important resources during the instructional design process and should be considered as partners in the ADDIE process.
• Synchronous. Any place, but same time.
• Systematic. Following procedures or rules describe systematic.
• Task Inventory (or Task Analysis). Identifies the primary performances that are required to close the performance gap. A process of identifying, sequencing, and relating the tasks and subtasks to the instructional goals.
• Technology Resources. Technology resources include computer, video monitor, LCD (laptop) projector, and flip chart. It is important to evaluate the available technology that is available for the training delivery.
• Test Criteria. Test criteria are the component of a learning objective that describes the quality or standard of performance that will be considered acceptable.
• Testing Strategy. The type of evaluation conducted during the training in order to determine if the learner met the specified objective (performance, criteria, and condition) is congruent with the related task.
• Trainer (Instructor or facilitator). The person who will be presenting the portions of the training that require lecture, facilitation, or other types of live coordination.
• Training Delivery Systems. The vehicles available to deliver the training to the learner in order to most effectively provide the outcome desired. Examples include classroom training, computer-based training (CBT), video, web-based training, combination (two or more of the above, for example, classroom with video).
• Tryout. The testing of a prototype or some subset of its elements, under actual or simulated conditions that are representative of those in the targeted system.
• Validity. The degree to which a test measures what it was designed to measure.
• Verbal Information. A network of organized knowledge describes verbal information.
• Web-Based Training. Any instructional or training technique, which utilizes the Web environment.