EDT 6203: WEEK 3 (NEEDS ASSESSMENT & FRONT-END ANALYSIS)

EDT 6203 : WEEK 2 (ADDIE MODEL)

[Discussion]

Dr.Rose has only 5 slides to show to us today. She began by asking us what do we understand by the word "Instructional".

I remember when I was first introduced the word in my Media in ELT course last time, I was told that the process that takes place in the lesson (the teaching and learning) is what we called as Instructional.

But that was not what Dr.Rose really would like to hear from us. She emphasized the keyword "Systematic". ADDIE model gives a guideline to build an effective training. Later she asked us to watch the videos from JClarkGardner and see if we can grasp the understanding of the model in a simpler way.

1. ADDIE MODEL : ANALYSIS

2. ADDIE MODEL : DESIGN

3. ADDIE MODEL : DEVELOPMENT

4. ADDIE MODEL : IMPLEMENTATION

5. ADDIE MODEL : EVALUATION

EDT 6203 : WEEK 2 (ADDIE MODEL)

[Reflection]

We were given the Chapter 2: Designing Instructional Systems (ISD) where the central issue in this chapter is on the elaboration of the ADDIE Model.

Systematic is the keyword. This model is pronounced to exercise the instructions I plan to carry out in an organize manner. Surprisingly I never knew such system existed in relation to my experience when I involved with the preparation for college's new homegrown courses, syllabus and materials from scratch. At that point of time, I have been throwing myself questions randomly and did not really categorized them. Therefore, it took my department/team forever to accomplish what supposed to be done by stages.

I remember as well the time we have wasted when we had to go through the framework and the documentation phase all over again as there were a few things left out and were not critically analyzed.  The only thing emphasized by my management/bosses was how marketable our new courses to the potential students? 

Now, with the exposure of the ADDIE Model, it is teaching me to put greater focus on the Analysis - where in this stage alone, I am meeting all the crucial, core parts for my planned instruction to check for any constraints. For example: goals/objectives, learners and learning needs, existing knowledge, skills, experience and resources, the delivery/platform options, duration of time to understand and master what we want them to achieve etc.

And the further I read and understand this model, the more interesting facts I gained. That was what happened recently when I tried to implement ADDIE stages when giving instruction to my sister who planned to cook Nasi Tomato over the weekend for the first time.

The processes seemed tedious to her. But in order to get the similar taste of the Nasi Tomato she has been craving, the works have to be religiously done as I instructed her. I wasn't able to show a live demo, so I sent her two links of the cooking steps (making use of available resources) and in between she did her Formative Evaluation after preparing each dish and later Summative Evaluation from those who have tasted her cooking. They provided her the overall feedback and how she can improve in her next trial. 

EDT 6203 : WEEK 1 (INTRODUCTION)

[Reflection]

A delightful first meeting with my bubbly coursemates (Bro.Solih, Bro.Salam, Sis.Shaza, Sis.Asma) and vibrant lecturer (Dr.Rosemaliza).

The class went on about half an hour and Dr.Rose wasn't bringing the course outline with her but basically she explained to us that the course will examine in details the TWO main theories that support the Instructional Design; ADDIE model and ASSURE model. 

The class dismissed and has been rescheduled to Thursday, morning session (9.30am-12.30pm, Lab1, Level 2) as this will allow Sis.Farhana to join and that makes six of us studying for this course.