eDesign Framework

Instructional systems design (ISD)

ADDIE is a generic term to describe a five phase instructional systems design (ISD) model consisting of: Analysis, Design, Development, Implementation, and evaluation. Each phase has an outcome (product) that feeds into the next phase in the sequence. (ISU College of Education, n.d.; Learning Theories, 2008).

Phase 1 - Analyse

Before you can design an authentic learning course you need to identify what attitudes, skills and knowledge you want students to have after completing the course (learning objectives), how these would be used in a real-life context (workplace context) and what context might be appropriate in an e-learning course to support student learning (learning context).

• • Analysis worksheet (Template)

• Example Analysis worksheets

• Analysis peer evaluation (Template)

Learning Objectives

"What attitudes, skills & knowledge will students ideally have after completing the course?" (Herrington, 2010, p.19)

Learning objectives should use active verbs to describe the capabilities learners are expected to demonstrate at the end of the course.

There are many variations of the generic ADDIE model. The original ADDIE model (1975) consisted of 19 steps that were grouped into five phases. The original framework was a strickly linear process and many have criticised it for being too restrictive.

Clark (2011) argues that ADDIE has evolved into a more dynamic structure that should be viewed as a guide rather than a step-by-step process.

The eDesign ISD model for this course, pictured below, is based on Clark's Dynamics of ISD.

Authentic eDesign Framework

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Based on Herrington et al's (2010)

constituent elements of authentic learning settings

• Example Course Outlines (Unit Guides/Plans)

• Design peer evaluation (Template)

Authentic tasks

Herrington et al (2010) advise "the learning tasks should reflect the kind of problems professionals would face in real-life" (p.119) and identify the following forms in which learning tasks can be expressed:

• • As a problem, an open-ended task requiring an analysis, the development of a solution strategy, and a solution process

  • A project, the development of a particular product/artefact through a planning and implementation process

  • An inquiry, an investigation of a topic or event through a purposeful study based on a series of questions and the collection of data to enable a conclusion to be drawn" (p. 121).

Supports

Authentic learning takes students beyond their comfort zones to explore concepts and undertake activities that initially are unfamiliar to them. The teacher's role is to guide and support student learning. This can be achieved by scaffolding the learning, modelling relevant processes, encouraging communication and collaboration among students, and suggesting technologies that can assist them to explore content, participate in public discussion and present solutions. (Herrington et al, 2010).

Resources

It is important for students to have access to a variety of resources to assist them to complete the tasks. For example: textbooks, library resources and links to outside sources such as video's, blogs and tutorials on the Internet (Herrington et al, 2010).

Blooms revised Taxonomy

• • Bloom's digital taxonomy (Churches, 2010)

• Writing good learning objectives (LMGTFY)

Workplace context

"Where and how would students apply this knowledge in real-life?" (Herrington, 2010, p.19)

Where? What environments would students be employed in that use the attitudes, skills and knowledge that are the focus of the course?

How? "What kinds of activities are conducted in the real-world that use the attitudes, skills and knowledge that are the focus of the course? How is this knowledge applied to answer real-world questions and solve real-world problems?" (Herrington, 2010, p.19)

Learning context

"What context might be possible and appropriate in an e-learning course to enable students to learn the knowledge, skills and attributes of the course?" (Herrington, 2010, p.19)

It is important that the learning context reflects the way the knowledge, skills and attributes of the course would be used in real life.

"This might involve the development of a scenario that is capable of carrying or instantiating all the concepts and skills associated with the course curriculum" (Herrington et al, 2010, p.115).

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Open learning environment

Open learning environments, access to open education resources and FREE web technologies compliment authentic learning as they provide more opportunities for students to interact with experts in the field, access multiple perspectives about the content, articulate their understanding to a broader audience, and have more control over the technologies they use to learn the content and present their solution(s) for the task(s).

• Information about open learning (OL) and open education resources (OER)

  • More information about Open learning is available on my research website

During this course we encourage you to use a variety of free web-based communication and collaboration tools to network with your peers

(and the wider community if you wish).