Stage 1. Identifying Instructional Goals: Identifying what students need to be learned. Describe what the learners will be able to do after they have completed the course.

Stage 2. Conducting Instructional Analysis: Analyzing learner's sub-knowledge/prior knowledge, subordinate/entry skills, and attitudes for teaching purposes

Stage 3. Analyzing Learners and Context: Figure out the knowledge of the learner and the characteristics of the learners required for learning using assessment. Identify learners' current levels, analyze learner characteristics, and consider learners' aptitude, motivation, and attitude so that suitable instructional strategies can be designed.

Stage 4. Writing Performance Objectives: To state specifically what is expected of the learner after the completion of the learning.

Stage 5. Developing Assessment Instruments: Developing tools to assess the ability of learners to perform the functions stated in the performance objectives

Stage 6. Developing an Instructional Strategy: Selecting suitable media to use in planning or classes the types and specific procedures of teaching and learning activities

Stage 7. Developing and Selecting Instructional Materials: Creating instructional materials such as instruction manuals for learners, teaching materials, instruction manuals for teachers in according to instructional strategies.

Stage 8. Designing and Conducting Formative Evaluation: It is to help students to learn and practice. Collected and analyzed data in this phase can modify and supplement programs under development

Stage 9. Designing and Conducting Summative Evaluation: It is to assess student performance. Collect and analyze data to verify the effectiveness and efficiency of the guidance program after final completion.

The ETEC 544 course was a very challenging class. For the first time as a student of instructional technology, the project was discussed with a team member. At first, it was difficult to understand the contents of this subject. The reason is that as an instructional designer, I had no idea how to proceed with the project using the ADDIE method. However, through the critique and advice of colleagues, our team was able to complete the project safely. In this project, I found that as an instructional designer, I had to consider many things to make the best education program. The project became the first and best experience as an education designer. On the other hand, the most important thing in this course was the critique. The reason is that we are international students and we are very reluctant to use English. That's why we don't expose our thoughts with confidence. But this time gives me a chance to express my opinion confidently. At first, I hesitated to speak in critique time. However, Dr. Leh gave me advice and then I tried to speak my opinion. Therefore I got confidence.

This course was more interesting than ETEC 544. The reason is that I had the opportunity to produce my own program based on what I learned at ETEC 544. I chose my favorite subject this time. However, there were many challenging steps to successfully complete the project. I tried to invest a lot of effort because each of us made own program. In the end, I was able to successfully finish my project. The reason why my project was able to finish successfully was writing a journal every week and consulting with a professor. Students write down their activities for a week as instructional designers and realize what they lacked. In addition, the 1:1 consultation guided the project in the right way. This course was very interesting and I want to study more.