Throughout my studies at Iowa State University and experience at Engineering-LAS Online Learning (ELO), I’ve learned to emphasize a thorough analysis in my instructional design work. My experience in technical communication has taught me the importance of always keeping the purpose of a project in mind, conducting a thorough audience analysis, and considering all factors of the environment when approaching a project. These skills have transferred into my instructional design work and I’ve loosely adapted a model developed by Morrison, Ross, and Kemp (2007).
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| Integration of ADDIE into the Morrison, Ross, and Kemp Model |
Morrison, Ross and Kemp take a holistic approach to instructional design, identifying nine key elements in their method. These key elements do fit into the traditional ADDIE Model, which focuses on analysis, design, development, implementation, and evaluation. The analysis portion of Morrison, Ross, and Kemp’s model consists of identifying the instructional problem and learner characteristics, conducting a task analysis, and developing instructional objectives.
Early in my instructional design career, this focus on analysis was minimal, but as I grew as a designer I came to realize the importance of this step. Most of my experience is working with instructors at Iowa State University. As a result, I have learned the importance of not only considering learners as my target audience, but also the instructors I work with. I take pride in my experience collaborating with some of the greatest professors at Iowa State University. I also take pride in my ability to reassure instructors and train them to use technology effectively. Together, we have created some of the most effective online courses that ELO offers.
The design and development stages are essential to instructional design. I’ve used a multitude of software programs and technologies to develop instructional materials, including the Adobe Creative Suite, Captivate, Adobe Presenter, Articulate, Camtasia, and Prezi. I’ve developed lecture videos, tutorials, and interactive lessons. The instructional content I’ve developed for each course varies depending on the initial analysis and objectives of the course. Most of the instructional materials are collaborative in nature with the instructor of the course, making effective training and support essential for instructors. The research and evaluation of new technologies and tools is essential when designing instructional materials. Instructors should be provided proper instruction and training before using a technology to develop materials, and support as they implement these materials into their course.
The final component of the ADDIE model, and a component that recurs frequently in Morrison, Ross, and Kemp’s model is evaluation. Again, an emphasis on evaluation developed as I grew as a designer; particularly as the courses I developed were seeing their second and third generations. Morrison, Ross, and Kemp emphasize the importance of developing evaluative instruments and conducting both formative and summative evaluation. At ELO, I’ve helped develop both mid-semester and end-of-semester evaluation procedures, as well as an internal evaluation system in which multiple designers evaluate a course. I use this feedback, as well as interactions with the instructors I work with, to continuously improve the courses I work with from both the student’s and the instructor’s perspectives.
Finally, I would like to emphasize the recursive nature of the instructional design process. Instructional design requires constant revision as a result of evaluation, and there is continuous refinement when developing a course. In my experience, and in Morrison, Ross, and Kemp’s model, there is no defining start or end point of instructional design. Especially in higher education, I feel like a course is a living entity that needs constant attention for growth—as an instructional designer, it is my duty to foster that growth.
References
Morrison, G., Ross, S., & Kemp, J. (2007). Designing Effective Instruction. (5th Ed.) New York: John Wiley and Sons.