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).
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).
Analysis Phase
DESIgn phase
Development Phase
Implementation phase
evaluation phase
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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.
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.
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.