tag:blogger.com,1999:blog-6315655724201960857.post786900852433570142..comments2014-08-14T07:49:37.990-07:00Comments on Ed Theory and Practice - Online Discussion: Instructional Systems - Discussion #3Stuart T. Haines, Pharm.D.http://www.blogger.com/profile/07976789658143589445noreply@blogger.comBlogger43125tag:blogger.com,1999:blog-6315655724201960857.post-63682092618161763712014-02-17T19:21:31.869-08:002014-02-17T19:21:31.869-08:00Kashelle, I think that is a perfect example of act...Kashelle, I think that is a perfect example of actually the need to evaluate at all steps of ADDIE, which could even be during the implementation phase. (http://edweb.sdsu.edu/Courses/EDTEC700/ETP/images/addie.jpg)<br />That diagram shows how evaluation should be incorporated into each step. <br /><br /><br />Your experience sounds like a great one because you had to quickly evaluate and redesign all within the same time period.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-35580129966395059712014-02-17T18:55:57.715-08:002014-02-17T18:55:57.715-08:00Actually I find there are many similar principles ...Actually I find there are many similar principles between ASSURE and ADDIE, but it appears that ASSURE is directly designed for practical use for teaching small group and didactic lectures. Whereas the principles of ADDIE can be applied to many settings in academia but also project design, designing new clinical services, and others. I personally like the ASSURE model because it is more specific and provides all the necessary steps whereas ADDIE is more vague in its process.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-55287427387728040152014-02-17T18:24:11.072-08:002014-02-17T18:24:11.072-08:00I also discovered Kemp’s instructional design mode...I also discovered Kemp’s instructional design model during my research. This model is a framework that incorporates 9 components of instructional design. The model was developed as a continuous cycle, involving planning, design, development, and assessment. The intent was to create a non-linear approach that encompassed a wide, “oval-shaped” design. See the visual depiction of the design model at: http://elearningcurve.edublogs.org/2009/06/10/discovering-instructional-design-11-the-kemp-model/. The 9 components of instructional design are as follows: <br /><br />1. Identify instructional problems, and specify goals for designing an instructional program.<br /><br />2. Examine learner characteristics that should receive attention during planning.<br /><br />3. Identify subject content, and analyze task components related to stated goals and purposes.<br /><br />4. State instructional objectives for the learner.<br /><br />5. Sequence content within each instructional unit for logical learning.<br /><br />6. Design instructional strategies so that each learner can master the objectives.<br /><br />7. Plan the instructional message and delivery.<br /><br />8. Develop evaluation instruments to assess objectives.<br /><br />9. Select resources to support instruction and learning activities.<br /><br />The elements are to be considered independent of each other, as they are part of the continuous cycle of instructional design. Like the ADDIE model, evaluation is emphasized throughout the process. Unlike the ADDIE model, this model places emphasis on the learner and allows for flexibility, re-evaluation, and revisiting the different areas of design throughout the process. The ADDIE model is also very linear and structured - it takes on a stepwise approach, rather than an interconnected, non-linear design. I believe this is an enhancement on the ADDIE model, mainly because it mirrors my general approach to project management. I prefer a non-linear approach, working on different challenges along the way, and reassessing my overall design based upon the individual components. It is rare that I approach a project and systematically complete it in a linear fashion. I find that this type of "disorganized structure" works best for me, and agree with Amanda's assessment of this being ideal for a beginner in instructional design.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-54887226206995905162014-02-17T17:59:28.257-08:002014-02-17T17:59:28.257-08:00I just experienced this today, even after learning...I just experienced this today, even after learning about the ADDIE model. The difference is that now I had the knowledge to recognize what was happening. Last semester I assisted with a PP&T case, so I felt like I knew what I was getting into with this one. I read the case and prepared (or so I thought), but I did not realize until 20 minutes into the session that this was the first case ever for first year pharmacy students. I had to quickly re-evaluate my approach, and with some guidance and advice from my preceptor, provide more direction to the students that normal. In fact, we decided to break with tradition and review each case with the class as a whole to ensure they were understanding the process. I was thankful to be paired with such an astute educator who had probably used the ADDIE framework and was prepared to correct course as needed. Of course, the version of ADDIE that I am applying here is the circular format with evaluation at the center and connected to ADDI, where one can move fluidly throughout. After today, I think this is definitely more realistic and applicable to real life! I agree with my classmates that if I was more involved in the activity design, I would have applied ADDIE fully and been more prepared to meet the needs of the students today from the start of class. Specifically, I could have allotted a certain amount of time for each case and proactively kept the students at a good pace to finish the activity in the allotted classroom time.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-77718267442155119432014-02-16T20:37:08.104-08:002014-02-16T20:37:08.104-08:00Perhaps this is an abstract approach, but in the p...Perhaps this is an abstract approach, but in the process of thinking about this question, I came up with a unique analogy. I would best compare an instructional systems to the process of cooking or baking. First we must consider who we are preparing the meal for and consider any limiting factors (age group, food allergies, likes/dislikes). Certainly, the type of meal we prepare will reflect the "goals" of the recipient as well as the chef (nutritious meal, recovery meal after sporting event, dessert, etc). Then we should design a recipe (learning plan) assess what materials (learning tools) we will need to gather in order to prepare the meal. Most importantly, we should evaluate how the person receives our meal (instructional method used) in order to adjust the recipe in the future.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-37566065407427159352014-02-16T19:22:25.291-08:002014-02-16T19:22:25.291-08:00The Morrison, Ross and Kemp model of instructional...The Morrison, Ross and Kemp model of instructional design (also<br />known as the Kemp model) emphasizes continuous planning, implementation and<br />evaluation throughout the design process. It differs from other models, like<br />ADDIE, in that the model is systemic and nonlinear. Within the model there are<br />nine key elements to instructional design; all of which are independent and do<br />not need to be completed in a step wise fashion to ensure effective<br />instruction. The model encourages formative evaluation and revision at each<br />stage of the design process. The model is particularly appealing to those who<br />have little to no prior experience in instructional design because a designer<br />can examine the entire scope of a project in a top-down fashion, or focus on<br />one particular component of the project at a time.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-39798465980579702352014-02-16T14:29:28.235-08:002014-02-16T14:29:28.235-08:00I agree with my classmates that it is important to...I agree with my classmates that it is important to analyze learners' baseline knowledge and skills before designing (and delivering) an instructional program. I would like to add that I think it is equally important to assess learners' attitudes about a subject. For example, I am working with a team to design a curriculum to train employees of long-term care facilities in MD to identify and address palliative needs of long-term care patients. If workers in long-term care don't think palliative care is important in their field or that they no right to address palliative needs, then we won't be able to engage them or teach them anything, at least until we address these attitudes. One of the questions we used to assess attitudes was to simply ask what each healthcare worker's current role in addressing a resident's palliative needs is, and what they think their role should be. On surveys, we ask how important they think it is for them to have a specific skill or knowledge base.<br />Part of our analysis for this project included reviewing literature, reviewing similar curricular programs, conducting focus groups at facilities that included workers in all disciplines, and sending out a knowledge, skills, and attitudes survey. All of these components allowed us to compare what we think they should know and be able to do with what they currently know and do. <br />Several of my classmates mentioned considering available technology and textbooks, which I agree is essential. Another key piece of information to collect is how the learners can and will receive the learning material. In our analysis, we found that many people we want to reach with our curriculum do not feel comfortable doing online coursework or using a computer, even though online access is available to them at work. By completing our analysis we were able to identify these problems and come up with an alternative for these learners. We will have to keep this alternative medium in mind as we finish designing our course. (They will be able to use a disc-version of the course and their supervisor can administer paper quizzes for them.)Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-91964139914695261522014-02-16T09:13:46.855-08:002014-02-16T09:13:46.855-08:00I agree with you entirely. I think that teaching ...I agree with you entirely. I think that teaching assistants are often not viewed as "future educators" and are not required to help with planning of material or curriculum. I would have really enjoyed an opportunity in undergrad to look at the course structure with the professor, even if I was not actually planning it.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-2523466925879445592014-02-15T17:42:06.623-08:002014-02-15T17:42:06.623-08:00I agree with your thoughts on ABL activities and n...I agree with your thoughts on ABL activities and not taking part in the development of the activities. The guides have been written for us and are helpful to keep the activity running. As someone who came from another School of Pharmacy, I am unfamiliar with the curriculum at UMD. Recently, when I facilitated a SOAP note activity in ABL, I taught in mid-activity. The first part of the SOAP note had been discussed the prior week. While we were provided information regarding the case, the prior week’s instructor guide, and the answer key, it felt that there was no conclusion to the session. We did go through the various information included in the A&P and discuss the answers to the case. However, at the end of the session, it was unclear what the students learned during the short time. The ADDIE model would have been helpful for my role as a facilitator, especially the ADD portion of the model - I would have a better understanding of the student’s background education on SOAP notes and involvement in developing the patient case and instructor’s guide. It may be difficult and impractical to provide all residents helping with ABL the information related to the development and design of the activities, and not feasible for students to evaluate each resident for each activity; however, that information would be beneficial to the residents coming in to teach.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-22259334726209226822014-02-15T16:32:43.879-08:002014-02-15T16:32:43.879-08:00While on rotation as a student I had numerous oppo...While on rotation as a student I had numerous opportunities to provide in-services or informal education sessions to other health professionals. On one particular rotation I was asked to review the quality of medication histories taken by nursing staff. After interviewing nurses and reviewing countless medication histories (analysis) I determined that their abilities were quite good considering that they had never received formal education or training on the subject. Although I was not familiar with the ADDIE model I applied the basic principles of scientific research (observe, hypothesize, experiment, analyze results) to develop an educational session with the goal of improving the nurses' ability to obtain an accurate medication history. Everyone who attended the in-service seemed to understand all of the information I presented, yet weeks later I continued to find frequent discrepancies in patients' medication histories. At the time the experience was quite frustrating. I now realize that I left out a key component of the ADDIE model, evaluation. At no point did I provide summative or formative evaluation. The use of formative assessment would have allowed me to tailor the experience to better suit the learning needs of the nurses in real-time, while summative assessment would have me to quantitatively measure the effectiveness of the activity.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-80529887586566824502014-02-15T12:07:46.169-08:002014-02-15T12:07:46.169-08:00Even looking back to last semester I am able to id...Even looking back to last semester I am able to identify some ABL activities that did not go as smoothly as they could have, primarily due to the fact that the ADDIE model was used in a disjointed fashion. In ABL, the majority of the activities are designed and developed by faculty members and I've noticed that coming into the model at the implementation stage can be difficult. There have been times in ABL when I am unsure about how the learning objectives relate to the students' current coursework because I did not play an active role in the designing the activity. I've also noticed several instances in which the analysis component of the ADDIE model was either not performed (by myself or the faculty member) or not communicated to me by the faculty member beforehand. Afterwards, the lab activities almost feel incomplete because I leave the picture before the evaluation stage of the model, and never get a true understanding of how successful the activity was for the students.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-84175883742698341632014-02-13T09:41:25.945-08:002014-02-13T09:41:25.945-08:00I agree with many of the thoughts already posted o...I agree with many of the thoughts already posted on this<br />topic. As Monique mentioned, key pieces<br />of information required prior to designing instructional materials include<br />curriculum goals, logistics of the class (time, space, technology available),<br />and history of learning experiences. <br />Within a School of Pharmacy, it is easier to obtain information on<br />student’s past learning experiences within the pharmacy curriculum as many of<br />the syllabi would be available for you to review (either directly or from<br />asking colleagues). Maureen and Brittany<br />also commented on pretests or quizzes given out at the beginning of a class to<br />assess student’s baseline knowledge. I<br />think this is an important aspect of analyzing what instruction is needed. Even though students may have all been exposed<br />to the same courses, the knowledge and application of that knowledge will be<br />different for each student. Providing an<br />ungraded quiz or test at the beginning of a course will supplement the<br />background research an instructor has already completed. Ideally, the outcomes of the quiz will show if<br />a review of specific content is required. <br />For example, in my physiology class in pharmacy school, our professor<br />gave us a quiz to analyze our baseline knowledge. Based on the results, he adjusted future<br />lectures. Ultimately, analysis prior to<br />an instructional event will require gathering information from multiple sources<br />including students, colleagues, course catalogs and syllabi, and relevant<br />committees.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-86740750266932561542014-02-13T09:37:21.842-08:002014-02-13T09:37:21.842-08:00As most people have mentioned, I think it's de...As most people have mentioned, I think it's definitely essential to get an understanding of your audience's baseline knowledge before designing any type of instructional material. On top of that, it is probably equally important to attempt to get an understanding of the different learning styles within the audience - especially if you are teaching a topic that can be approached from several different angles. For example, in our organic chemistry class in college the professors included several different activities to try to appeal to different learning styles, including large-group lectures, practice problems, class demonstrations/experiments, and even the use of plastic "atom models."Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-11920121789131807332014-02-13T07:46:39.706-08:002014-02-13T07:46:39.706-08:00Some important information in order to begin the a...Some important information in order to begin the analysis portion would be the curriculum design and goals of the curriculum committee. I would start by asking how does my instructional event fit into the larger mission of teaching. For instance, I gave a didactic lecture in the Fall semester to 2nd year pharmacy students. I was forunate to have gone to University of Maryland SOP therefore I knew how the PP&T curriculum was structured and the how each fast-paced lecture fit into each disease state module. As an outsider, I would imagine this step, analysis, to be crucial to the success of the learning event. Other information would be to know the time allotted, order of previous and future lessons, testing methods, prior learning acitivites that have worked and those perceived as not effective, prior student's ability to learn the material (if class is taught every year), and feedback from previous classes. Relevant sources would be course evaluations from prior student classes (year), curriculum committee, course master, and other educators in relevant areas in the course.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-43651267592180068302014-02-11T20:41:15.982-08:002014-02-11T20:41:15.982-08:00During my undergraduate years I tutored local high...During my undergraduate years I tutored local high school seniors in a variety of science related topics. One semester, I taught biology and was asked to teach students about mitosis and meiosis. During the session, I feel that I did not achieve the goals I had in mind when I first created a lesson plan. I made the critical error of assuming the students understood the parts of the cell fairly well. Had I taken the time to understand where my audience was coming from and understood their baseline knowledge of cellular function then I might have had a greater impact since I would have been able to build upon what they already knew. Assessing the gap between what is known and what is needed to be learned was necessary and would have guided the design phase. As part of the lesson plan I developed, I integrated a significant amount of interactivity in a small group. I found pictures of mitotic stages and asked students to arrange them in the correct order and explain what was going on in each section. Sadly, this did not go as expected either. Asking students to go in front of others and explain something they don’t fully understand themselves is almost impossible. Had I developed a lesson plan that drew upon existing knowledge or reviewed earlier concepts while explaining new ones I would have done better. I could have also reviewed the interactive components and tested them ahead of time to ensure student involvement. In essence not performing a proper analysis seemed to cause the entire lesson plan to breakdown.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-76465681350915624752014-02-11T18:26:38.691-08:002014-02-11T18:26:38.691-08:00From reading everyone's posts, there seems to ...From reading everyone's posts, there seems to be a running trend here. Either we forget to analyze our audience beforehand or we leave out the evaluation portion at the end to learn from our mistakes. I was asked to teach a group of nurses within a "Critical Care Fellowship" a few years ago. The coordinator assumed that these were nurses who were training in the critical care units already. It turned out that they were actually step-down unit nurses who had an interest in critical care but hadn't been in an ICU yet. My portion concerned the use of titrateable medications and their mechanism of action. During the lecture one of the nurses said that they weren't interested in how the drugs worked, just how to titrate them. This lack of a baseline knowledge then made by evaluation portion of the lecture (answering questions regarding real patient cases) almost impossible to do. I now realize how important the "A" is in ADDIE and it really is the starting point for any teaching activity.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-32820206493471173442014-02-11T16:32:16.219-08:002014-02-11T16:32:16.219-08:00Continuing Professional Development Cycle is very ...Continuing Professional Development Cycle is very similar to the ADDIE model except that the instruction is a process of life-long learning for the self. As in the ADDIE model, there are five stages of the CPD cycle: Reflect, Plan, Act, and Evaluate that occur one after another but all point back and forth to Record & Review. During Reflect, there is self-appraisal of where the practitioner wants to be (not where someone else says they should be) and what their learning needs are (as in audience Analysis of the ADDIE model). This stage may be easier or more difficult to assess compared to an audience analysis (where one may need to actually ask the audience and try to meet the needs of multiple) depending on how often the individual is self-reflecting. Next, base on perceived needs, a Plan for personal development including individualized learning objectives and activities required to meet them is decided (similar to Design and Develop of the ADDIE model but combined into one). Like the ADDIE model, the CPD cycle puts Plan into Action or Implementation. Nearly lastly, Evaluation occurs after every stage in the CPD cycle to ensure each stage was completed to satisfaction as in the ADDIE model. As the CPD cycle is a proactive, individual-driven, it is highly dependent on continuously Recording and Reviewing what has been done in dedication to a life of learning (and maintaining licensure!). This is not implicitly stated in the ADDIE model, however, it can be presumed that an instructor would document their teaching activities in a teaching portfolio or in a curriculum vitae in order to provide evidence of their dedication to lifelong learning also. Just as there appears to be a shift in how to teach, there is also a shift in how to teach yourself with the use of the ADDIE and CPD models. Both models definitely make the needs of the end-user (the audience or individual) cornerstone to the whole learning experience, whereas this may not have been the case many moons ago.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-50028704515582823422014-02-11T16:29:57.285-08:002014-02-11T16:29:57.285-08:00I think a good analogy to instructional system des...I think a good analogy to instructional system design, in particular the ADDIE system, is the work someone has to do to start their own business. First the entrepreneur needs to analyze the existing market: is there a need for the business they want to start, what is the income demographics, what are the buying patterns of people, what is the competition, etc. Then the entrepreneur needs to come up with a business plan (ie: development). Then the person actually has to start the work of opening the business like securing financing, building or renting a space, hiring employees (ie: development). Then the entrepreneur actually opens the business and begins serving customers (ie: implementation). And lastly the person should solicit feedback on how customers like the business, what things they would like to see change, what things they would like to see added, etc. (ie: evaluation).Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-74284989700375353462014-02-11T16:19:15.253-08:002014-02-11T16:19:15.253-08:00Continuing Professional Development (CPD) Cycle is...Continuing Professional Development (CPD) Cycle is very similar to the ADDIE model in that it is a process for continual education but for the self. As in the ADDIE model, there are five stages of the CPD cycle: Reflect, Plan, Act, and Evaluate that occur one after another but all point back and forth to Record & Review. During Reflect, there is self-appraisal of where the practitioner wants to be (not where someone else says they should be) and what their learning needs are (as in audience Analysis of the ADDIE model). This stage may be easier or more difficult to assess<br />compared to an audience analysis (where one may need to actually ask the audience and try to meet the needs of multiple) depending on how often the individual is self-reflecting. Next, base on perceived needs, a Plan for personal development including individualized learning objectives and activities required to meet them is decided (similar to Design and Develop of the ADDIE model but combined into one). Like the ADDIE model, the CPD cycle puts Plan into<br />Action or Implementation. Nearly lastly, Evaluation occurs after every stage in the CPD cycle to ensure each stage was completed to satisfaction as in the ADDIE model. As the CPD cycle is a proactive, individual-driven, it is highly dependent on continuously Recording and Reviewing what has been done in dedication to a life of learning (and maintaining licensure!). This is not implicitly stated in the ADDIE model, however, it can be presumed that an instructor would document their teaching activities in a teaching portfolio or in a curriculum vitae in order to provide evidence of their dedication to lifelong learning also. Just as there seems to be a shift in how to teach, there is also a shift in how to teach yourself with the use of the ADDIE and CPD model/cycle. Both models definitely make the needs of the end-user (the audience or individual) cornerstone to the whole learning experience, whereas this may not have been the case many moons ago.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-74370912526735787662014-02-11T14:30:40.926-08:002014-02-11T14:30:40.926-08:00It is interesting to think about how this model re...It is interesting to think about how this model relates back to the ADDIE model, especially considering that a lot of our instruction in pharmacy school was based on meeting a defined set of objectives for each course (similar to the Backward Design Model). One key feature that seems to distinguish the two approaches is that the ADDIE process appears to be cyclical with more interplay between each component while the Backward Design Model takes a more linear approach to instructional design. This linear approach could potentially hault creativity within the implemenation phase, which can be redesigned based on evaluations in the ADDIE process. The Backward Design Model has its benefits, however, in that you can hold all students to the same set of objective standards and potentially improve upon to ability to assess student learning.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-26767182874460068662014-02-11T14:20:10.508-08:002014-02-11T14:20:10.508-08:00You bring up some interesting points, Brittany. I...You bring up some interesting points, Brittany. I had a very similar experience as a teaching assistant in pharmacy school. Often when you are not the primary course instructor, you miss out on aspects of ADDIE like designing and development as you discussed. This is understandable when students have less experience and you want to ensure consistency across groups of student, however, if the purpose of student teachers is to prepare them for future practice as educators, it is important to ensure that they are exposed to these aspects. In terms of evaluation, we had formal evaluations at the middle and end of each semester with the primary course instructor. We did little self-evaluation which would have been beneficial. As Brittany stating, receiving feedback from the students would have been very beneficial. Although students fill out evaluations at the end of the semester, it would be prudent to have them provide feedback throughout the course so that you can assess and make changes to improve your teahcing and their learning.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-23140539104350187502014-02-11T12:53:01.863-08:002014-02-11T12:53:01.863-08:00I recently completed a teaching activity which req...I recently completed a teaching activity which required me to run a patient counseling activity on osteoporosis. When the first group of students arrived I gave them the instructions for the activity, which had been given to me from the course instructor, and let them begin counselling each other. I very quickly learned the students had not yet received lectures on osteoporosis or the pharmacologic and nonpharmacologic therapies which made it nearly impossible for them to counsel one another. Had I applied the ADDIE model and analysed the students prior to beginning the activity, I would have known the students' baseline knowledge. I also could have applied the ADDIE model and asked the instructor prior to the activity about the baseline knowledge. <br />Once learning about the baseline knowledge through the first group of students, i quickly applied the ADDIE model, although I didn't realize it at the time, and created a way to provide enough information to the students to allow them to practice patient counselling all within the alotted time. The evaluation part of the ADDIE model was missing, but I did try and quiz them as a review after our discussion of osteoporosis. Looking back at this situation, had I applied the ADDIE model from the beginning it would have definitely better prepared me for this teaching activity and I would have had a plan prior to arriving to the session instead of developing one during the activity.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-34597911597764772272014-02-10T21:40:37.374-08:002014-02-10T21:40:37.374-08:00I was a Teaching Assistant in college for General ...I was a Teaching Assistant in college for General Biology. I was required to hold a review session once a week. I have never heard of the ADDIE model until today. I definitely did analysis and implementation, but I never designed, developed, or evaluated. I was able to properly analyze the needs of the class through a weekly survey in order to formulate my objectives and subjects that I would cover during the review sessions. I implemented these objectives fairly successfully during my review sessions. However, I would have definitely benefited from ADDIE because I did not design, develop, or evaluate my performance. I think it would have been particularly helpful to receive feedback from students as to how I performed, and how they performed on the tests after attending review sessions.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-38187082325843469972014-02-10T20:37:00.917-08:002014-02-10T20:37:00.917-08:00In my first year of pharmacy school we had a class...In my first year of pharmacy school we had a class called Physical Pharmacy. The professor wanted to do a baseline analysis of how capable and comfortable the class was with pre-requisite basic math calculations, algebra, moles/molar, unit conversions, etc. since each of us came from a different undergrad experience prior to pharmacy school. The professor gave us a timed 20 question quiz at the beginning of the semester and based on the results of that quiz he tailored the intro review lectures (more in-depth review for questions a lot of us missed and less in depth for ones most got right). A pro to this approach is it's relatively quick and easy to design a short quiz. The con is that your results are a conglomerate of the class. You are always going to have that one smarty-pants person who got the question right when no one else did and now they have to sit through extra lectures. Or even worse, there's always someone who got the question wrong when everyone else got it correct. That person now gets only an abbreviated lectures on that topic and will probably have to do some extra studying and leg work on their own. <br />Key pieces of information you want to glean from your analysis: what is student's baseline understanding of material to be covered, do students have all necessary pre-requisites completed, how long ago was the pre-requisite knowledge obtained (ie: last semester vs 15 years ago).<br />Key places to obtain this info: ask your students directly (via a test or a survey/questions), if available look at course descriptions/objectives of pre-requisite classes.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.comtag:blogger.com,1999:blog-6315655724201960857.post-49678837203874209252014-02-10T20:16:17.031-08:002014-02-10T20:16:17.031-08:00The best example I can think of for me (since I do...The best example I can think of for me (since I don't have much teaching experience) is back in high school I was a Sunday school assistant teacher. At the time I had no clue what the ADDIE model was. I had absolutely no idea of the children's baseline pre-existing knowledge because I had conducted no analysis. I did select certain topics to discuss and activities that supplemented discussions but everything came from the printed Sunday School teacher manual (so I'm not even sure if that qualifies as me doing the design and development per se?). I implemented and carried out discussions with the class. But there was no evaluation done (at the end or at any step of the way). So in summary I definitely did "I" and maybe did "DD" but otherwise was lacking in "A" and "E". Looking back I think most of the kids were bored and disengaged and because I did no evaluations I have no idea if anyone even actually learned any of the material.<br />I think now with a knowledge of ADDIE I could have in theory conducted an analysis to see what level the children were coming in at. This likely would have to be done by asking the teachers of the Sunday School classes in the grade level below mine. And I definitely could conduct an evaluation. With small children I don't think a survey asking them to evaluate the teaching would be the best choice. I think a short post-test could be appropriate to assess learning.Stuart T. Haines, Pharm.D.https://www.blogger.com/profile/07976789658143589445noreply@blogger.com