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.). There are many variations of the generic ADDIE model (Learning Theories, 2008). 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. However, 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 is based on Clark's Dynamics of ISD (click on image to view larger version).

Authentic eDesign Framework

The Authentic eDesign Framework discussed below is based on Herrington, Reeves and Oliver's work (2010).

Phase 1 - Analyse

Before you can design an authentic learning course you need to ensure you describe the capabilities (attitudes, skills and knowledge) learners are expected to demonstrate at the end of the course using active verbs (learning objectives). Then identify how the capabilities 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).

Phase 2 - Design

"Consciously attending to the nine principles of authentic learning is one way to design an e-learning course. Another is to focus on the component groups of tasks, resources and supports" (Herrington et al, 2010, pp.118-119).

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)(click on image to view larger version)

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).

• Analysis worksheet (Template)

• Analysis worksheet (completed example)

• Analysis peer evaluation (Template)

• Design course outline (completed example)

• Design course outline peer evaluation (Template)

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).

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

References

Bates, T. (2011). E-learning in 2011: a retrospective. Retrieved 30/12/2011 from: http://www.tonybates.ca/2011/12/13/e-learning-in-2011-a-retrospective

Churches, A. (2010). Bloom's digital taxonomy. Retrieved 1/1/2012 from: http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

Clark, D. (2011). ADDIE model. Retrieved 1/1/2012 from: http://nwlink.com/~donclark/history_isd/addie.html#model

Herrington, J., Reeves, T.C., & Oliver, R. (2010). A guide to authentic e-learning. New York: Routledge.

ISU College of Education. (n.d.). ADDIE. Retrieved 1/1/2012 from: Idaho State University College of Education: http://ed.isu.edu/addie/

Klein, S. & Zimmermann, V. (2009). Open learning environments for personalised learning. paper presented at the Learning Technologies Conference 2009: The power of you, Queensland, Australia. Retrieved 31/12/2011 from: http://www.learningtechnologies.com.au/files/Klein-Zimmermann_LT2009.pdf

Learning Theories. (2008). ADDIE model. Retrieved 1/1/2012 from: http://www.learning-theories.com/addie-model.html

LMGTFY. (2011). Let me Google that for you. Retrieved from: http://lmgtfy.com/

November, A. (n.d.). Students as collaborators: The digital learning farm. Retrieved 1/1/2012 from: http://novemberlearning.com/resources/archive-of-articles/digital-learning-farm/

Stacey, P. (2011). 2011 The year of open. Retrieved 30/12/2011 from: http://edtechfrontier.com/2011/12/21/2011-the-year-of-open/

Zaidlearn. (2009). Use Bloom's taxonomy wheel for writing learning outcomes. Retrieved 1/1/2012 from: http://zaidlearn.blogspot.com/2009/07/use-blooms-taxonomy-wheel-for-writing.html