My Design Process.

THE ADDIE MODEL

This capstone project (see Capstone tab) illustrates the instructional design process for a course in research administration grants management. Smith and Ragan (2005) define instructional design as the process of “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” with the intentions of creating effective and meaningful instruction (p. 4). The ADDIE model was used in this capstone to inform, guide, and support the integration of salient instructional design strategies for success in this course. As described below, the ADDIE model lends the opportunity to increase effectiveness, eliminate irrelevant skills, and ensure learners acquire the appropriate skills, knowledge, and attitudes to perform a task (Smith & Ragan, 2005).
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Analysis Phase
  • Analyze the learning context to determine the proper needs assessment approach
  • Assess target audience and who the stakeholders are
  • Analyze the learning task through cognitive task analysis
DESIgn phase
  • Create learning objectives by following Bloom’s Taxonomy as a reference to meet intended learning outcomes geared towards higher level cognitive skills (Krathwohl, 2002)
  • Select appropriate multimedia to deliver and support the intended learning objectives and outcomes
Development Phase
  • Create pre-assessment, formative, and summative assessment plan to help illustrate how learning, outcome and performance will be measured
  • Select appropriate instructional design strategies to support proper information processing
Implementation phase
  • Implement the learning program with a learner-centric approach and emphasis in opportunities to practice
evaluation phase
  • Evaluate the program to determine if learning process met required needs assessment, made an impact in learning and performance, and evaluate ways to improve learning experience (Holden, 2015)

Order of Instructional Events.

Guided Experiential Learning (GEL)

When creating the specific learning activities for my capstone (see Capstone Tab), Clarks’ (2004; 2006) Guided Experiential Learning (GEL) method was used to outline the key instructional events of the Comprehensive Account Report (CAR) Preparation Course. It was important to consider the sequence of events in a particular order when designing my capstone and GEL, an evidence-based instructional design framework, lends itself as an appropriate method in achieving the intended learning objectives. The table below describes each step taken in the process.
REFERENCES

Clark, R. E., Yates, K., Early, S. & Moulton, K. (2010). An analysis of the failure of electronic media and discovery-based learning:
    Evidence for the performance benefits of guided training methods. In K. H. Silber, & R. Foshay, (Eds.), Handbook of training and
    improving workplace performance, Volume I: Instructional design and training delivery. Washington, DC: International Society for
​    Performance Improvement

Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). New York: John Wiley & Sons.