As an instructional designer, I’ve had my fair share of blank stares when I tell people what I do for a living. E-learning? Instructional design? When I talk about my job I may as well be...
Published 10 years ago
Version 1.0
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Think of ADDIE as a planning method, and SAM as a production method, and CCAF as a more complete approach.
Esoterica: After WWII, the US Army found itself full of young men with little training. When they were ordered to do something, they rushed off in all directions, whacking and hacking. When asked what their plan was, their response was "Plan?". They had great enthusiasm, but little knowledge of strategy. So the army created ADDIE, and forced them to to learn it and use it.
Personally, I prefer to think, not in terms of planning and production, but in terms of creating:
1. Design
Answering the most important question: "When I kick this baby out, and it lands in the hands of learners, what do I want them to do?"
2. Organize
What is the least I can put in it to cause that to happen?
3. Analyze
What things can go wrong, and how can I help the learners avoid them?
4.Details
Attention to details is what distinguishes great from good. It's also what keeps patients from being sewed back together with scalpels, sponges, and gauze inside them. It's at least as necessary in education as it is in surgery.
5. Variety
Everybody thinks they know that different people learn different ways, but just as importantly, there are optimal ways of learning different materials and topics.
6. Finish
A bunch of guys went on a bear hunting trip to Alaska. One showed up without a gun. When they asked him about it, he said, "Where I'm from, you don't need a gun to hunt bears. All you need is a big stick." Early the next morning, he went out before they were awake, found a bear, and hit it across the nose with his stick. He ran back to the cabin, jumped in the window, ran out the door, closed it, and yelled in, "You guys skin this one while I go get another." If it's not complete, it's a bear trapped in a cabin.
7. Evaluate
It's the only way to keep from making the same mistakes every time. Seriously, make it a point that all your mistakes are new; ones you've never made before.
Esoterica: After WWII, the US Army found itself full of young men with little training. When they were ordered to do something, they rushed off in all directions, whacking and hacking. When asked what their plan was, their response was "Plan?". They had great enthusiasm, but little knowledge of strategy. So the army created ADDIE, and forced them to to learn it and use it.
Personally, I prefer to think, not in terms of planning and production, but in terms of creating:
1. Design
Answering the most important question: "When I kick this baby out, and it lands in the hands of learners, what do I want them to do?"
2. Organize
What is the least I can put in it to cause that to happen?
3. Analyze
What things can go wrong, and how can I help the learners avoid them?
4.Details
Attention to details is what distinguishes great from good. It's also what keeps patients from being sewed back together with scalpels, sponges, and gauze inside them. It's at least as necessary in education as it is in surgery.
5. Variety
Everybody thinks they know that different people learn different ways, but just as importantly, there are optimal ways of learning different materials and topics.
6. Finish
A bunch of guys went on a bear hunting trip to Alaska. One showed up without a gun. When they asked him about it, he said, "Where I'm from, you don't need a gun to hunt bears. All you need is a big stick." Early the next morning, he went out before they were awake, found a bear, and hit it across the nose with his stick. He ran back to the cabin, jumped in the window, ran out the door, closed it, and yelled in, "You guys skin this one while I go get another." If it's not complete, it's a bear trapped in a cabin.
7. Evaluate
It's the only way to keep from making the same mistakes every time. Seriously, make it a point that all your mistakes are new; ones you've never made before.