If you support for the training are new and have thought about the composition of each type of training is important to know and understand the basic tool used by professional trainers, that is the ADDIE model.
The ADDIE model in principle provide a general, systematic, step-by-step framework of instructional designers, developers and trainers to course development and learning, does not exist occur in a random, unstructured way. It was developed to: ensure
(1) learners' achievement of the objectives of the course,
(2) allows for assessing the needs of the learners,
(3) the design and development of teaching materials and
(4) evaluating the effectiveness of the training program with processes with specific, measurable results.
Background
ADDIE came with the development of the Cold War after World War II, when U.S. forces are fighting with themselves a way to more effective training, which will createPrograms for the increasingly complex issues. The outcome of this struggle for more efficient bore fruit in the form of Instructional Systems Design, which in turn led the design models that are in use today. You will often hear referred to as the ADDIE Instructional Systems Design (ISD), Instructional Systems Design & Development (ISDD), Systems Approach to Training (SAT) or Instructional Design (ID). Most of the current teaching design models that you find today in the workplaceare variations or spin-offs of the original ADDIE model.
The model
The literature on ADDIE estimates that well over 100 different variations of ISD in use today with almost all being based on the generic ADDIE model for the analysis, design, development, implementation stands, and evaluation, at each step or phase leads to the next, as shown below:
Analysis 'design' development 'Implementation' Evaluation
A generally acceptedImprove the ADDIE model, which uses almost everyone, whether consciously or unconsciously, is the use of what often begin as a rapid prototyping, the design flaw called the tests until they resolve more easily. This is done through continuous feedback received during all phases of the ADDIE model and the changes during the movement forward.
During the analysis phase, we define and develop as clear an understanding of the needs of the audience, constraints, existing knowledge,Skills and the desired outcome of the training that we can. The design phase aims, specific learning objectives, subject content, presentation methods and media, student exercises and criteria used for evaluation. The development creates and starts the production of learning materials are used in training. The implementation provides the material actually present and / or delivery of the development plan for the proposed study group or audience. After birth, theEvaluation phase evaluates the effectiveness of the subject content and training materials used in the training and make changes to improve for the next execution and presentation. Let's take a look at each phase individually.
The phases
The analysis phase is the most important phase in the ADDIE model. It identifies areas require, or require training, taking into account the positions of subject matter experts, the target group and the actual goals and objectives of theTraining.
During this phase, we define and develop as clear an understanding of the needs of the audience and constraints on existing knowledge, skills and the desired outcome of training, as we can. It is here that we identify the learning problem, set the goals, objectives, any other relevant characteristics of the required training and testing of the learning environment available delivery options and the timetable for the project.
Here are a few areas that should be addressed areDuring the analysis phase:
• Who is the target audience, what is the minimum / maximum current knowledge of the participants in public? What are their properties? What are their special needs?
• What knowledge and skill deficiencies currently exist?
• What are the tasks currently performed by the target audience and what new skill level after training is required.
• What are the available delivery options and methods for the transfer of new skills in order toWorkplace?
• What is the educational setting, eg classroom, on-the-job, self study, etc?
• How do these skills come in contact with the intended audience?
• What is the timetable for the completion of the project?
• What are the program's constraints? Technological, time and duration.
• What will ensure that costs incurred for the training?
• Creation of performance are measures designed for the tasks.
The design phase is the systematic process of research, planning,Identifying and defining the overall design of the course objectives, lesson planning, subject content, teaching methodology, media, student exercises, course materials and content of assessment. In general, detailed prototypes are developed at this time, and determines the look, feel, design and content.
During this phase the following aspects should be considered:
• The entry criteria or knowledge of the learner must demonstrate prior to training.
• DevelopmentLearning objectives for each task covered.
• Identify, structure and sequence of learning steps required to perform the task easily by the most difficult.
• the time allocated for training, determine approximately how long it will take to the program, taking into account the teacher's pace, are price-adjustment type of delivery format and content and form, in accordance deliver.
• Development review participants, program evaluation methodology,Used method of data collection and reporting formats to the mastery of the tasks will be determined will be delivered
• If possible, to make mini presentations, the knowledge of the designated learning program will validate requirements.
• Review of implementation and evaluation costs, effort and schedule.
The development phase is the actual production and assembly of materials that were developed in the planning phase. At this point it is important to theWho is responsible for the items, schedules and deadlines. In this phase, all audio, video and collect course materials are prepared, drafted and ready to consider.
Be considered during this phase, the following need:
• U.S. activities, which help the audience learn the task.
• Select the delivery method best suited to the study group.
• Development and production of program materials, tools and instructions,Courseware.
• Combine the course material in a smooth transition presentation.
• Check the material and presentation to ensure it meets all the objectives.
• Development of trainer leader, learner guides, tools and resources necessary participants.
• Prepare coaches and mentors who will help with the training.
• Book venue, accommodation and travel arrangements.
• Schedule participant.
The implementation phase is where thedeveloped course actually put into action, and discovers the final product, developed to meet the needs and errors during these tests with a prototype product that is presented by the audience.
Depending on the size of the audience and the amount of time and resources to this effort should be allocated to take into account the following considerations on the day before or the morning of the presentation day.
• Development and preparation of the venue.
• The learning environment, ie room is set up,and prepared before the arrival of students.
• Student registration area set, if necessary, etc. with the application materials, tuition, books
• Hands on equipment, computers, tools, software, etc. are available at any station or seat. Make sure that when using a learning application, an external link, Web page or Internet connection that they are living and working.
• Conduct training.
After birth, the assessment phase is, in a systematic processconsider feedback from the learners. The feedback gathered during this phase response measures, identify what is working and not working, determine the effectiveness and quality of delivery and is designed to fine tune the program. It checks whether the course meets the objectives and the effectiveness of the training materials used. He finds out whether this was planned as a learning, and it can also uncover any obstacles that may have arisen, then, by revisionsAdjustments and corrections necessary to assure the success of the next presentation.
Use a well-thought-out post presentation questionnaire, evaluation and / or a survey, is for anonymous feedback, if desired by the subscriber. Some or all of the following steps should be included in the assessment:
• Was the information and / or a message presented in a clear and understandable?
• Are the examples, illustrations and demonstrations helpful?
• Was the information presentedpersonally relevant to the learners?
• Was the lesson interesting and motivating, in particular?
• How did the statement impact of the learners? If so, in what way. If not, why.
• What should be done differently?
• From the submitted material, the most important for the learners? What is important at least?
• What would change the students, modify or adapt?
At the end of the program, collect the evaluations, review the program data, prepareReport and performance results. In reviewing the program data of the report should not be trained but the number of students participating in percent of the participants passed the course are limited, and gives her satisfaction with the material and how it was presented.
An honest assessment of the results of the program at this point will yield a wealth of information that can be perfectly used and insure the success of all future presentations. Use this informationpositive, and you will be rewarded with an excellent result!
Note: Information for this article was gathered from a number of sources on the Internet in the search for the criteria is ADDIE.
Copyright © 2007 Chuck Castagnolo All rights reserved.
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