There are numerous adaptations of the ISD ADDIE model in the field of training and education (including models by Irwin Goldstein, Dugan Laird, Richard Swanson, Walter Dick and Lou Carey, Frederick Knirk and Kent Gustafson, John Campbell and Richard Johnson). Then they address the needs, situation and abilities of the students expected in the workshop.
Design
The most widely used and respected instructional design methodology used in the field of training is called instructional systems design, or ISD. To provide a big picture view of the design process described in this book, Figure 1-1 breaks down the ISD process into the five "ADDIE" components explained in the next section.
Development
Implementation
Instructional Design Cycle
Evaluation
The design process therefore starts with an assessment of the needs of the client for whom the workshop is designed. Not only does it provide critical information for workshop design – it provides fabulous marketing material.
REACTION EVALUATION
These evaluations are essentially perception surveys to find out what students think about the workshop. To what extent do you think you learned from the workshop? a) what you learned and. What you haven't learned yet, but you had to and/or expected to learn during the workshop.
The most obvious limitation in evaluating responses is that there is no clear relationship between liking the workshop and the level of learning that occurred. However, consider the implications for later offering the same or even different library workshops if a significant number of students do not like the workshop.
LEARNING EVALUATION
Each question on the test should be directly assigned to a particular module of the workshop. The designer and instructors would then need to determine the cause of the incorrect answer. Need to search the catalog for the name of the magazine, magazine or newspaper instead of the title of the article.
Is the problem due to some aspect of the lesson plan that the question corresponds to. See steps 15 and 16 for further discussion of various aspects of the lesson plan that may be useful in additional diagnosis.
BEHAVIORAL EVALUATION
Is the teacher deviating from the lesson plan in a way that does not meet the stated learning objective. Grading rubrics break down learner performance into components and can be designed to indicate specific workshop modules that need improvement. Then create a set of performance indicators that will illustrate the extent to which the objectives have been achieved.
If, on the other hand, the scores are high for a particular module, this may indicate that the module is successful and does not need further attention. Given a research topic and access to the library's home page, find three relevant articles held by the library.
RESULTS EVALUATION
This is a good thing—it means that the instructor can remove what is in the way of the learner learning and pave the way for greater understanding. This step is the end of the first two phases in the instructional design process. So far in the instructional design process, the designer has focused on the assessment and content areas of the workshop.
At the end of the workshop, the students say, write, do something that relates to the whole workshop. This next list is of teaching methods that would be used to facilitate the practical part of the workshop. This is a variation of the case study where the instructor provides students with incomplete information.
Then the designer would paint that part of the workshop and start filling in the details.
Answering the 5 P Questions (15 Minutes)
We want to give students the tools to start thinking about how they can illustrate their thesis with arguments. In the mid-nineteenth century, Harriet Bishop conveyed her middle-class, New England ideals to the people of St. In the nineteenth century, many American women from the East imparted moral standards through their teaching in the West.
I could tell you everything I know about Altoids - they're made in Britain, they're three calories each, and they give you a curiously strong peppermint breath. You could think of it as, "So what?" So what those Altoids are made in England and they give you a breath of fresh air.
Answering the 5 P Questions (15 Minutes) (cont.)
Discuss that the red thesis statement is really just a fact and not a thesis statement at all. Fact) What if I said that Michael Jordan is the best basketball player in the entire world.
Beginning the Research: Primary and Secondary Sources (30 Minutes)
Created a new moral understanding that the community of St. Link thesis changed to the theme of the class assignment. Lesson plans include notes to help the instructor understand the purpose of the workshop and the necessary preparation, a compelling introduction and clear directions to the instructor for each module of the workshop. Because of this, it was tempting for some to cut off the end of the workshop and finish before the last module.
The objection to this was that each version of the workshop had to reach the end of the manuscript within the allotted time, since students from the same course would come to many different offerings of the workshop. For example, removing parts of the workshop because an instructor lost track could mean that some students would learn about popular and scholarly resources, while other students from the same course module attending a different Unravel workshop would not.
Scholarly vs. Popular (10 Minutes)
- Identify and Prep Volunteers
- Get Initial Impressions
- Test for Effectiveness
- Test for Textual Clarity and Vocabulary
- Make Changes
Several of the design team members hovered over their draft scripts in the back of the classroom during the pilot. Think about each component of the workshop and assess how problematic the pilot showed that component to be. Acquiring competence in delivering the lesson plan is the final stage in preparing to teach the workshop.
The instructor can then become part of the instructional planning team for future workshop revisions. This does not mean changing any part of the design (such as content or methods).
REACTION EVALUATIONS
The tools for assessing learning developed in step 9 provided the designer with a wealth of data on how well the workshop design ultimately performed. Questions that get the learners to identify the expectations they felt were not met or about which they are still confused can help point out design flaws that need to be addressed in subsequent iterations of the workshop design. This kind of feedback is useful, but is the knowledge that 20 percent of the participants feel the workshop is too slow, for example, significant enough.
If evaluations from the revised workshop design exceed the standard performance standard, that aspect of the workshop will be considered successful. So, for example, you can say that if 80 percent of the students were satisfied or extremely satisfied with the workshop, the workshop design has met a goal.
LEARNING EVALUATIONS
Any consistently incorrect test result is a red flag to the designer calling for some level of redesign. For example, if most students get an A on the knowledge test, but some fail, that's satisfying for the designer. As with Level 1 response evaluations, the designer must define the criteria for the workshop to be considered a success.
For example, a standard might be that if a learner is able to complete 80 percent of the performance or knowledge assessments correctly, the workshop is considered a success and subsequent redesigns are put on hold. The designer could use a benchmark from a similar test from another workshop for comparison to see if there was improvement.
BEHAVIORAL EVALUATIONS
If there appears to be a pattern flaw in certain areas, the designer will know where to focus a redesign. This assessment can be done on a test-by-test basis, but it is even more useful to break down the data at the module level. This data can be used in multiple ways: in promotional materials for future workshops, in library-level accountability documentation, and in individual performance evaluations.
Moving from level-2 to level-3 evaluation challenges the designer's ability to identify whether or not it was the workshop in question that caused a learner to perform well or poorly. Most likely, the best a design team can do is to mention in the analysis that there may be other factors that influenced improved performance, and to include their assumptions or reasons why they think the workshop was the main driver of improvement.
RESULTS EVALUATIONS
This data pointed to the main problem area of the workshop – the module that covered MNCAT (library OPAC). In other words, they spill over and it is the responsibility of the receivers to capture, make sense of, apply and learn from this information. In the “performance-based teaching paradigm,” the instructor is responsible for increasing learning and performance.
These could be: "The longer you are a librarian, the more you get paid", or "If principals really have problems with their research, they will seek help from the reference desk", or "We can get better work done if we decentralize and are team-based. What does this have to do with the performance-based instructional paradigm? The next time you hear someone say that teachers need to change from "the sage on the stage to the guide on the side," you know you're hearing someone from the 'performance-based instructional paradigm'.
APPENDIX
The instructional planning process is often a non-linear process that makes it difficult to keep track of the steps that still need to be taken.
