To demonstrate the use of the ADDIE model (an instructional design
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Using the ADDIE Model in Designing Bibliographic Instruction Sarah Reinbold & Colleen Cuddy, AHIP - Weill Cornell Medical Library, New York, NY Objective Can we design a better workshop? To demonstrate the use of the ADDIE model (an instructional design model) in designing instruction. Method ADDIE: A system for workshop design Analysis • What are our goals and objectives? • What do our students need to do to reach our goals and objectives? • What activities will help them learn? • What will motivate them to learn? Design • Built a concept map using information from analysis to create: • Measurable performance goals • Performance tasks • Learning steps and skills • Informational content • Tools and aids Development • Built our workshop from information collected in analysis and design: • List of student activities • Chose a delivery method • Reviewed existing material/content • Developed activities, performance aids, and content • Synthesized our instruction Implementation • Taught our workshop: • In the classroom • Online • Used the method that created the best learning environment for our students Evaluation • Ongoing throughout the entire process • Have our learners become performers? • Can they meet performance standards? • Have our goals and objectives been met? A concept map drawn during the analysis phase based on an Evidence Based Medicine Workshop. Observations Implementation of the ADDIE model resulted in: • Interactivity • Multiple methods of delivery • Lecture, small group activities, online learning and self-paced discovery • Measurable learning objectives • Evaluation to validate learning and performance The ADDIE model moved instruction toward a student centered interactive learning process. The instruction was observed to be more organized, cohesive, and learner-centered. Tips Always identify specific and measurable workshop goals and objectives. Identify what you want your students to do, not just what you want them to know. Practice and activities should mirror the real world. Give students performance aids, for example, quick reference guides, and LibGuides. Carefully consider the format of instruction. Improve retention through practice activities, the Socratic method, group- learning and student-led teaching. Evaluate, evaluate, evaluate – improvement should be continuous. Conclusion We used ADDIE to design goal-driven and learner- centered instruction, including workshops, classes and online tutorials. References Where you can learn more Big Dog and Little Dog's Performance Juxtaposition. Available from: http://bit.ly/ID_1 Templates for Instructional Design. Available from: http://bit.ly/ID_9 Survey of Instructional Development Models. 2002. Available from: http://1.usa.gov/ID_12 Bringing ADDIE to Life: Instructional Design at Its Best. 2003. Available from: http://bit.ly/ID_7 The Take-away Download this poster Contact Information Sarah Reinbold, MLIS [email protected] Colleen Cuddy, MA, MLS, AHIP [email protected] 1 2 3 4 5 6 7 Apply EBM to patient care Formulate background & foreground questions Acquire the best available evidence Appraise the evidence Apply the information to clinical scenario Assess the clinical scenario Identify question type Know different question types Chart of sample scenarios mapped to question type Identify what you need to know more about Look up questions using appropriate resource Know what a background question is List of appropriate resources Formulate foreground question using PICO Blank worksheet with PICO formula Apply pre-search probability Search for information in foreground resources Understand 6S pyramid Know search database strategies 6S evidence pyramid with resources Evaluate validity of study How to critically appraise article Create a recommended care plan Goal Tasks Skills Knowledge Tools/Aids Online PubMed Tutorial LibGuide page for resources Search strategy handout List of appropriate resources
Transcript of To demonstrate the use of the ADDIE model (an instructional design
Using the ADDIE Model in Designing Bibliographic Instruction Sarah Reinbold & Colleen Cuddy, AHIP - Weill Cornell Medical Library, New York, NY
Objective Can we design a better workshop?
To demonstrate the use of the ADDIE model (an
instructional design model) in designing
instruction.
Method ADDIE: A system for workshop design
Analysis
• What are our goals and objectives?
• What do our students need to do to
reach our goals and objectives?
• What activities will help them learn?
• What will motivate them to learn?
Design
• Built a concept map using information
from analysis to create:
• Measurable performance goals
• Performance tasks
• Learning steps and skills
• Informational content
• Tools and aids
Development
• Built our workshop from information
collected in analysis and design:
• List of student activities
• Chose a delivery method
• Reviewed existing material/content
• Developed activities, performance
aids, and content
• Synthesized our instruction
Implementation
• Taught our workshop:
• In the classroom
• Online
• Used the method that created the
best learning environment for our
students
Evaluation
• Ongoing throughout the entire process
• Have our learners become
performers?
• Can they meet performance
standards?
• Have our goals and objectives been
met?
A concept map drawn during the analysis phase based
on an Evidence Based Medicine Workshop.
Observations
Implementation of the ADDIE model resulted in:
• Interactivity
• Multiple methods of delivery
• Lecture, small group activities, online
learning and self-paced discovery
• Measurable learning objectives
• Evaluation to validate learning and
performance
The ADDIE model moved instruction toward a
student centered interactive learning process.
The instruction was observed to be more
organized, cohesive, and learner-centered.
Tips
Always identify specific and measurable
workshop goals and objectives.
Identify what you want your students to
do, not just what you want them to know.
Practice and activities should mirror the
real world.
Give students performance aids, for
example, quick reference guides, and
LibGuides.
Carefully consider the format of
instruction.
Improve retention through practice
activities, the Socratic method, group-
learning and student-led teaching.
Evaluate, evaluate, evaluate –
improvement should be continuous.
Conclusion
We used ADDIE to design goal-driven and learner-
centered instruction, including workshops, classes
and online tutorials.
References Where you can learn more
Big Dog and Little Dog's Performance
Juxtaposition. Available from: http://bit.ly/ID_1
Templates for Instructional Design.
Available from: http://bit.ly/ID_9
Survey of Instructional Development Models. 2002.
Available from: http://1.usa.gov/ID_12
Bringing ADDIE to Life: Instructional Design at Its
Best. 2003. Available from: http://bit.ly/ID_7
The Take-away Download this poster
Contact Information Sarah Reinbold, MLIS
Colleen Cuddy, MA, MLS, AHIP
1
2
3
4
5
6
7
Apply EBM to
patient care
Formulate
background &
foreground
questions
Acquire the
best available
evidence
Appraise the
evidence
Apply the
information
to clinical
scenario
Assess the
clinical
scenario
Identify
question
type
Know
different
question
types
Chart of
sample scenarios
mapped to
question type
Identify
what you
need to know
more about
Look up
questions using
appropriate
resource
Know
what a
background
question is
List of
appropriate
resources
Formulate
foreground
question
using
PICO
Blank
worksheet
with PICO
formula
Apply
pre-search
probability
Search for
information
in foreground
resources
Understand
6S pyramid
Know
search
database
strategies
6S evidence
pyramid with
resources
Evaluate
validity of
study
How to
critically
appraise
article
Create a
recommended
care plan
Goal
Tasks
Skills
Knowledge
Tools/Aids
Online
PubMed
Tutorial
LibGuide
page for
resources
Search
strategy
handout
List of
appropriate
resources
