I'm Not Leaving ADDIE For SAM

On November 16th, I wrote this post for the Metro DC ASTD Chapter blog.  I have been intrigued by the many attempts to create an ISD (instructional systems design) process that is different from ADDIE (for those who don't know what that is...an instructional design process that uses these steps...Analyze, Design, Develop, Implement, Evaluate). 

My curiosity started at the ASTD International Conference and Exposition earlier this year. As I was choosing my sessions to attend, I saw a recurring theme such as Leaving the ADDIE Model Behind, Instructional Design in the Fast Lane, The Secret to Learning: Four Questions that Must be Answered, and Brilliance by Design. All of these sessions had one thing in common...they all were offering a different ISD model for designing and developing training.

So what do I do?  I go buy books to read more and hopefully find a more "effective and efficient" way to create excellent training. I always end up feeling like I wasted my money and very disappointed. I often wonder that I'm missing something because I just don't get it. In my opinion, I feel like all they are trying to do is repackage ADDIE. I'm not saying that they don't offer some good tips to enhance ADDIE because many of them do, but at the end of the day it's ADDIE.

I have come to realize that ADDIE has served me well for years. I've created some very dynamic and effective learning events using good ole' ADDIE. I must admit that ADDIE isn't perfect. I do have short cuts and enhancements to fit my constraints and work environment because rarely do we have time to do all of the proper steps involved in the process. But for now, I think I'm going to end my search for something to replace ADDIE and embrace the components that it has and that others are trying so hard to re-create.

When you find something that has all of the rigor and completeness that ADDIE has, please share it with me. Thanks!  In the mean time, I will share some of the ways that I use ADDIE in the real world in upcoming posts.

Yours in learning,

Deadra

Instructional Design and Basketball

I am back after a break while I was trying to balance work and life.  At times through our lives, we all have to take time-outs.  The buzzer has sounded, and now my time-out is over.

Speaking of time-outs…I signed up to be the Assistant Basketball Coach for my daughter’s basketball team.  I know you’re probably wondering what basketball has to do with instructional design (ID).  Well I have the real-life example of dual-purpose learning.  Dual-purpose learning simply means using what you learn on the job in other aspects of your life.

As I started preparing for the season, my unconscious competence kicked in.  Before I knew it, I was using the ADDIE model without even knowing it.  Let me quickly explain.

ANALYZE—I started to conduct learner analysis…What age are the girls? What are their skill levels?  I know I’ll have some experienced girls and some that have never played.  I also read about the types of “tasks” that they should be able to do at this age range, as well as how those “tasks” should be performed.  The other thing I did was to think about the constraints.  What were those things that could become barriers to a successful season?  I came up with the following constraints: 1) lack of skills development, 2) bad attitudes, 3) poor fitness levels, and 4) lack of effort.

DESIGN—I began to think about what I wanted to accomplish by the end of the season.  I wanted them to be able to learn while having fun.  Those were my terminal objectives.  At this point, I began meeting with planning the season.  Each practice requires a well-structured and different “lesson plan” with specific learning objectives.

The design of the basketball season includes the following:

·       Adoption of the SAFE (Skills, Attitude, Fitness, Effort) philosophy

·       Focus on certain skill areas (“competencies”) to improve on by the end of the season

·       Results-based learning based on clearly identified goals.  Each girl will have a fitness goal, individual skill goal, and a team goal.

·      Incentives and rewards for goal accomplishment

DEVELOP—This is the fun part and is where I am now in my “instructional design” process.  I am in the process of purchasing supplies for the incentives program and writing practice plans.   I’m choosing the right drills (“instructional methods”) to align with the skills being taught.

IMPLEMENT—The season hasn’t officially started, although we have started having open gym.  I am looking forward to working with the Head Coach in actually conducting well-structured practices beginning in the next week or two.

EVALUATE—My strategy for evaluation includes checking-in with the girls to see how they feel (Level 1) about how practices.  Are they having fun?  I will keep notes on where they started based on assessments during the first practice (pre-test) and how they’re doing each week (post-tests) (Level 2).  We will be able to see how they’re learning once we start playing games (Level 3).  The test will be to see how they end the season (Level 4).  Are they a better player?  Has the team improved?  Did they have fun and learn???

I’m looking forward to this season.  I’m equally excited about being able to transfer what I’ve learned to help adults learn to have an impact on the development of several young ladies.  Wish us luck!