The Mighty Web of the ADDIE

In review of the last few weeks, everything about the ADDIE method has been interesting. As an educator, I have referred to the ADDIE method before when building lessons. However, this more in depth evaluation has helped me to really see how the different parts of the ADDIE method inform each other.

The topic of beta testing caught my eye immediately. The idea of “beta testing” originates in the computer world, but has since become analogous to trial runs in a general sense (Piskurich, 2015). Since I have very little experience with developing trainings, a beta test is beneficial. Feedback is crucial to my growth as an instructional designer. Looking ahead in the semester when we build Project B, the feedback I get from this initial project will serve as a beta test feedback for Project B. This will also help me grow as a professional.

While this is part of the development process, it's tied into the evaluation process. Continually evaluating the training after the different test runs–beta then pilot tests–then making improvements before implementing again. This shows that the ADDIE model is not linear but more circular and interconnected. If memory serves, in an early chapter of our textbook the ADDIE model was illustrated as a messy chaos of lines connecting each part of the ADDIE model together, in a non-linear way. This is also demonstrative of the learning process; trial and error, learning from our mistakes.

The technology that I employed for the training includes applications that I use frequently. I am very comfortable utilizing them in the training as I use them regularly in my library for library lessons and activities. However, in the event that the Google Classroom fails, I have a LiveBinder set up to serve as an archive and a sort of wiki. The idea being that everything will be saved in this one place, accessible by the trainees, but also editable so that anyone who is given access can add to it. Additionally, my learning management system (LMS) is powered by Google, the same system that the team uses for work. It is highly unlikely that they will struggle to access the LMS.

In addition to the LiveBinder serving as an archive for Project A’s Google Classroom, all of the applications used in the training will function independently of each other. For example, in the event the link for the Padlet fails, the team can email me. I can send them a direct link, instead of relying on the embedded link from the Google Classroom. The same applies to the Flipgrid and the Google Jamboard.

Piskurich, G. M. (2015). What is This Instructional Design Stuff Anyway? In Rapid instructional

design: Learning ID fast and right. essay, John Wiley & Sons.