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Like any good tool, a highly useful design guide speeds productivity, ensures and enhances
quality of output, and can be applied to most design projects. The information provided in this
guide is intended to be a starting point for your personal design practices. If you need to design
instruction for any delivery format, this ADDIE-focused guide will assist you with the process!
Included in this guideSection 1: Instructional Design Systems Basics
Section 2: ADDIE Overview
Section 3: Project Checklist
Section 4: Distance Education Considerations
Section 5: Blended Learning Strategies
Section 6: Additional Resources
Section 7: Definitions
Section 8: References
Section 1: Instructional Design Systems Basics
Instructional design is considered the intellectual technique of the professional who is
responsible for appropriate application of technology to the teaching and learning
process. (Simonson, et al., 2012, p. 152).
Research indicates that while there is no one ideal approach to course design, there are good
design principles which are essential for effective learning outcomes. And, good course design
begins with a systematic process that applies research-based principles to educational practice
which equates to (Simonson et al., 2012):
Effective Design = Effective Instruction
Components of good course design include the learner, the content, the method(s) andmaterials, and the environment including the technology. There should be a balance among
the components with none taking on a higher position than the others (Simonson et al., 2012).
Tip: Because of an emphasis on planning and revising, well-designed instruction is repeatable,
meaning the instruction can be replicated and applied in future course design projects
(Simonson et al., 2012).
Learner
Method
ContentEnvironment
MaterialsGood
CourseDesign
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Section 2: ADDIE Overview
There are many different instructional design models, methods, processes, and theories that
have been developed and implemented over the years. Instructional designers use instructional
design models, methods, processes and theories as a foundation for course design and delivery.
These systems give structure and meaning to an instructional design problem, enabling the
designer to negotiate the design task. Models help us visualize the problem, and break it down
into discrete, manageable units. Design models, methods, processes, and theories act as road
maps for designing good instruction (Instructional Design Central, 2012).
ADDIE is the generic term for a popular process which uses a five-phased approach to designing
instruction. Each phase leads to the next and the entire process is a continuous cycle for refining
instructional materials and outcomes (Learning Theories Knowledgebase, 2012).
AnalysisDuring the analysis phase, the designer identifies the
learning problem, the goals and objectives, the needs of the target
audience, existing knowledge, and any other relevant
characteristics. Analysis also considers the learning environment, any
constraints, the delivery options, and the timeline for the project.
DesignA systematic process of specifying learning objectives.
Detailed storyboards and prototypes are often created. The look
and feel, graphic design, user interface, and content are determined
in this phase.
DevelopThis phase involves the creation of the content and
learning materials based on the design phase criteria. This includes
designing materials such as instructor and learner guides, published asynchronous courses, job
aids, etc.
ImplementationDuring implementation, the instructional materials are put into action.
Activities include: beta tests for asynchronous courses; content and technology review with
instructors; materials and resources are distributed and/or are made available to the target
audience.
EvaluationThis phase consists of formative evaluation (present in each stage of the ADDIE
process) and summative evaluation (criterion-related test items with feedback). The data from
the evaluations provide the information needed for evolving the instruction.
Analysis
Design
Develop
Implement
Evaluate
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Section 3: Project Checklist
Questions for the checklist are separated into each of the five ADDIE phases and were compiled
based on information from the resources noted on the References pages of this document. Not
every item on this list will apply to every project. The checklist provides a starting point for you to
customize with questions specific to your project needs.
ANALYSIS
Identify the learning problem, the goals and objectives, the needs of the target audience,
existing knowledge, and any other relevant characteristics. Analysis also considers the learning
environment, any constraints, the delivery options, and the timeline for the project.
General Course Characteristics Yes/No Comments
Have the subject matter experts (SME) been identified?
Which portions of the course content will be delivered online
versus in a classroom?Has an analysis of costs been completed to cover course
design and development costs?
Is the training funded by an existing budget?
Will attendees (or their departments) be billed for attending the
course? If so, how?
Should a minimum/maximum number of enrollments be set?
Is the course able to be combined or integrated with other
course or non-course resources?
Asynchronous Course Characteristics Yes/No Comments
Is the main navigation easily identifiable?
Is all navigation in the correct sequence?
Are all hyperlinks clearly identified and work?
Are links provided to previous screens?
Is a table of contents used to outline the content?
Does the course provide a guided tour and/or map for further
explanations?
Learner Characteristics Yes/No Comments
How many students are enrolled?
Is this course global or specific to a department or business unit?
How many sites are there?
What technologies are available to the learner?
Who is required to participate in the learning? (Include specifics
such as department names, geographic locations, job titles,etc.)
What are the learners' ages, cultural backgrounds, interests, and
educational levels?
What is the level of familiarity of the learners with the
instructional methods and technological delivery systems under
consideration?
How will the students apply the knowledge gained in the
course, and how is this course sequenced with other courses?
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Can the class be categorized into several broad subgroups,
each with different characteristics?
Have environmental factors which may affect staff
performance been identified and removed? (e.g. lack of
manager support, lack of reward in performance reviews, lack
of time to attend training and apply skills, etc.)
DESIGN
A systematic process of specifying learning objectives. Detailed storyboards and prototypes
are often created. The look and feel, graphic design, user interface, and content are
determined in this phase.
Essential Content Yes/No Comments
What method(s) will be used to determine prerequisite
knowledge or skills? (e.g. pretests, portfolio reviews, etc.)
Have a procedure for training the instructor been developed?
Are learning objectives stated as measurable and observable?
Are the learning objectives, content, test items, and evaluation
questions aligned?
Desired outcomes [learning objectives] must act as acontinuous thread that binds the instructional process together
from beginning to end (Simonson et al., 2012, p. 265).
Does the content meet the objectives?
Are the examples relevant for the audience and their
performance on the job? Do they relate to learner needs and
experiences?
What methods will be used to match different learning styles?
(e.g. animation, text, verbal descriptions, visual messages, etc.)
Have the materials been grouped into spatially related
locations in a logical sequence?
Teaching Strategies Yes/No Comments
Should a feedback form be used for learners to describe or
indicate their expectations and perceptions of the classstructure and delivery mode?
Is the content planned for each objective necessary and
sufficient to teach the skill?
Is the delivery method appropriate for the content?
Is the design interactive in a way that allows learners to engage
in some type of activity/exercise for every learning objective?
Does the content for each objective begin by identifying a real-
life need related to the content?
Instruction should only be as realistic as needed in order for
learning to effectively occur (Simonson et al., 2012, p. 92).
Are instructional strategies based on the type of learning that i s
needed for each objective?
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Is the content designed in a way that is appropriate for the
target audience?
Have appropriate online discussions been incorporated with
relevant topics?
Do the materials de-emphasize the "informative" part of the
instruction and focus more on the "discovery" of information?
This strategy engages all learners in active learning (Simonson et
al., 2012, p. 159).
Does the course provide performance support information?
(e.g. job aids, checklists, online resources, etc.)
DEVELOP
This phase involves the creation of the content and learning materials based on the design
phase criteria. This includes designing materials such as instructor and learner guides, published
asynchronous courses, job aids, etc.
Media Yes/No Comments
Do the selected media match the content?
Do the selected media provide motivational, engagement, and
technical quality?
Do the visuals in the content provide a concrete reference
point for learners?
Keep in mind font type and size; six words per line maximum; six
lines of text per visual; use upper and lower case; plenty of
"white space" for readability (Simonson et al., 2012, p. 160).
Do the visuals provide a good use of color?
Make sure to select colors that will not be compromised by the
technology used for transmission (e.g. red vibrates in a televised
environment). Select colors that will not be a problem forstudents who might be color-blind (Simonson et al., 2012, p.160).
Use of animation and videos is appropriate?
Have electronic files been compressed/optimized?
Are videos and animations consistent in quality, size, and type?
Have appropriate copyright permissions been obtained?
Learning EnvironmentOnline Yes/No Comments
Has the instructor received necessary training and/or resources
to be comfortable with the technology that will be used in the
online environment?
Have the learners received necessary training and/or resourcesto be comfortable with the technology that will be used in theonline environment?
What should learners be viewing during the course?
Are the materials designed in a way that is intuitive for various
types of learners who may be interacting with it?
Do learners have access to the appropriate hardware andsoftware to be successful in connecting to the courseware?
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Have alternatives been provided for each lesson in case of
system problems?
What will learners do should the technology not operate
properly, or at all?
What printed materials will the learner have available?
What materials will be available in online libraries andlaboratories?
Will learners have access to online resources for easy
communication with the instructor?
Learning EnvironmentClassroom Yes/No Comments
Is the classroom comfortable?
Can learners easily get to the room?
Will the room accommodate the group size as well as the
nature and type of planned learning activities?
Does the classroom have the appropriate technology and
equipment? (e.g. projectors, computer, software, etc.)
Can students move the tables and chairs about in ways tomake learning easy?
IMPLEMENT
During implementation, the instructional materials are put into action. Activities include: beta
tests for asynchronous courses; content and technology review with instructors; materials and
resources are distributed and/or are made available to the target audience.
Beta Testing and Train the Trainer Yes/No Comments
Has a beta test been conducted for the online content with
representative samples of the intended target audience and
data collected for course revision?
What guidance has been provided to the instructor to prepare
for classroom delivery?
What guidance has been provided to the instructor for using the
technology?
Has a rehearsal of the classroom content and technology been
conducted for applicable stakeholders (including managers) to
provide feedback on the content and skills gained for design
improvement?
Have all materials and resources been made available to the
target audience?
What guidance has been provided to the target audience for
using the technology?
Communication Yes/No Comments
Has the communication strategy been defined to publicize thecourse?
Have all stakeholder been appropriately communicated with?
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EVALUATE
This phase consists of formative evaluation (present in each stage of the ADDIE process) and
summative evaluation (criterion-related test items with feedback). The data from the
evaluations provide the information needed for evolving the instruction
Formative Yes/No Comments
Will the skills taught and resulting performance expected be tied
to performance reviews?
Will managers expect participants to perform the skills as theywere taught in the course?
Does the evaluation strategy include all appropriate levels ofevaluation for online and classroom delivery?
Level 1 = Reactions (Did they like it?); survey
Level 2 = Learning (Did they learn it?); knowledge checks
Level 3 = Transfer (Will they use it?); observable behavior
Level 4 = Return on Investment (ROI)
Summative Yes/No Comments
Do the tests measure the ability of the learner to accomplish theobjectives?
Has review and revision been set for the course to check
content, design, and delivery?
Does the course evaluation measure how well the course
taught the objectives?
Are the assessments valid and reliable?
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Section 4: Distance Education Considerations
Instructional designers usually participate in a wide range of design projects which can include
asynchronous, synchronous, and/or classroom delivery methods. Good designers use ablended
design approach using a combination of delivery methods. In your experiences as a designer,
you may even be asked to design distance education (DE) instruction; therefore, this section is
dedicated to defining DE and highlighting some of its nuances.
Distance education is defined as an institution-based, formal
education where the learning group is separated, and where
interactive telecommunications systems are used to connect
learners, resources, and instructors. (Simonson et al., 2012, p. 32).
The process of planning and organizing distance education is
multifaceted and must occur well in advance of the scheduled
instruction with these considerations (Simonson et al., 2012, p. 153):
Courses previously taught in a traditional classroom may need tobe revised to include visual and carefully timed presentations to
keep learners engaged.
Illustrate key concepts using tables, figures, charts, graphics, and other visualrepresentations.
Activities should encourage interactivity. Be sure to train students in using interactivecomponents.
Plan activities that allow for group learning such as case studies, reflective questions,problem-solving, etc.
Have a contingency plan in place in case of technical issues and communicate it to thestudents. It is important for students to have projects and assignments independent of
the instructor as well as an alternative means of communication (e.g. fax, phone, email,
etc.)
Tip: Be sure to examine issues associated with the separation of instructor and some or all of the
students. Time constraints for class delivery, lack of eye contact, visualization of the materials,
and planning for interaction require a reconsideration of classroom dynamics (Simonson, et al.,
2012, pp. 153-154).
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Section 5: Blended Learning Strategies
Transitioning face-to-face instruction into blended learning may also be the responsibility of the
instructional designer. This section is dedicated to providing guidance for effective blended
learning solutions.
Preplanning strategies
The process of planning and organizing distance education is multifaceted and must occur well
in advance of the scheduled instruction. In online environments, visuals provide concrete
reference points for students. By using a variety of visuals, content can be made easier to
understand by breaking down complex ideas into relational components (Simonson et al., 2012).
In addition to planning for the visual aspect of the online environment, communication
strategies must also be addressed. Research confirms that people learn by interacting with
others. In support of this fact, whatever technology is used, the purpose is to promote
communication. With this in mind, questions to answer to ensure effective online
communication include: 1) Do all activities encourage interaction at all sites?; 2) Do the
activities allow for student group work?; and, 3) Is there a technology contingency plan in
place? Planning activities should also follow the principles of distance learning (Simonson et al.,2012, pp. 153, 173):
The target audience of the activity. The content of subject matter to be delivered. The outcomes or objectives desired. The cost effectiveness of the system. The opportunity costs of alternative systems and methods. The availability of technology to the provider and to the learners. The geographical location of the learners. The comfort level of the learners [and instructors] with any technology that is used.
The Trainers Role
Historically, traditional learning has been teacher-centered; however, by its very nature online
education demands that students are engaged in the learning process. With distance learning,
the trainer must shift the focus to a student-centered approach (Simonson et al., 2012, p. 196)):
From
Teacher-Centered
To
Learner-Centered
Lecturing Coaching
Taking Attendance Logging On
Distribution of Requirements Connected Learning
Credit Hours Performance Standards
Library Collections Network Connections
Passive Learning Active Learning
Textbooks Customized Materials
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Online Communication
Without establishing a community of learners in a distance setting, the potential for success is
limited. Instructors/trainers should take the time to create a classroom culture that promotes
shared learning experiences and teamwork. As a reminder, the responsibility for creating the
culture in the online environment is the responsibility of all participants, not just the instructor. As
such, it is important that clear expectations be communicated to learners with regard to
etiquette for discussion forums, number and frequency of communications, examples ofacceptable and unacceptable topics, hot links to relevant online resources, deadlines, etc.
(Simonson et al., 2012).
Rule of Thumb: For threaded discussions, instructors/trainers should respond once for every 4-5
student postings early in the course and once for every 10-12 posting later in the course.
Face-to-Face + Synchronous Conversations + Asynchronous Interactions =
Effective Blended Learning Solutions(Wolpert-Gawron, 2011)
Tip: Instructors/trainers need to provide two types of feedback: information feedback and
acknowledgment feedback (Simonson et al, 2012, p. 179).
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Section 6: Additional Resources
To learn more about what is involved with each phase in the ADDIE process, the resources below
offer a variety of detailed information. As you find helpful information, add your own resources
to the list.
Overview of Learning Styles(Advanogy.com, 2012)
Subject Matter Expert Content Collection Form(Malamed, 2012)
Blooms Taxonomy of Learning Domains(Clark, 2010)
How to Facilitate Effective Online Interaction(Lorenzo Associates, Inc,
2006)
Instructional Design Knowledge Base(Dabbagh, 2006)
Index of Learning Theories and Models(Learning Theories
Knowledgebase, 2012)
Rapid E-Learning 101(Kuhlmann, 2011)
The Core Rules of Netiquette(Albion.com & Ross, 2011)
What is Blended Learning(Wong, 2009)
Writing Learning Objectives(Arreola, 1998)
Building Better Facilitator Guides(Rosenbaum, n.d.)
Sample Elegant Participant Guide(Great Circle Learning, n.d.)
Principles of Online Design: Instructional Media(FGCU, 2006)
Beta Testing an Online Course(Martin, 2010)
Pilot Testing a Course(Intulogy, Ltd., 2010)
Kirkpatrick Four Levels of Evaluation(Kirkpatrick Partners, 2012)
How to Write Good Test Questions(Tribrio, Inc., 2012)
Analysis
Design
Develop
Implement
Evaluation
http://www.learning-styles-online.com/overview/http://www.learning-styles-online.com/overview/http://www.nwlink.com/~donclark/hrd/bloom.htmlhttp://www.nwlink.com/~donclark/hrd/bloom.htmlhttp://edpath.com/2006/0706/070605.htmhttp://edpath.com/2006/0706/070605.htmhttp://classweb.gmu.edu/ndabbagh/Resources/IDKB/strategies_tactics.htmhttp://classweb.gmu.edu/ndabbagh/Resources/IDKB/strategies_tactics.htmhttp://www.learning-theories.com/http://www.learning-theories.com/http://www.articulate.com/rapid-elearning/rapid-e-learning-101/http://www.articulate.com/rapid-elearning/rapid-e-learning-101/http://www.albion.com/netiquette/corerules.htmlhttp://www.albion.com/netiquette/corerules.htmlhttp://www.youtube.com/watch?v=ffRUHKx2zyUhttp://www.youtube.com/watch?v=ffRUHKx2zyUhttp://www.uthsc.edu/grad/CourseInfo/CurrManagement/Learning_Objectives.pdfhttp://www.uthsc.edu/grad/CourseInfo/CurrManagement/Learning_Objectives.pdfhttp://www.learningpathsinternational.com/Building%20Better%20Facilitator%20Guides.pdfhttp://www.learningpathsinternational.com/Building%20Better%20Facilitator%20Guides.pdfhttp://www.greatcirclelearning.com/sites/default/files/support/Sample%20Elegant%20Participant%20Guide.pdfhttp://www.greatcirclelearning.com/sites/default/files/support/Sample%20Elegant%20Participant%20Guide.pdfhttp://www.fgcu.edu/onlinedesign/mediadev.htmlhttp://www.fgcu.edu/onlinedesign/mediadev.htmlhttp://www.learningsolutionsmag.com/articles/299/beta-testing-an-online-coursehttp://www.learningsolutionsmag.com/articles/299/beta-testing-an-online-coursehttp://www.intulogy.com/addie/pilot-testing.htmlhttp://www.intulogy.com/addie/pilot-testing.htmlhttp://www.testdesigner.com/about/how_to_write_good_test_questions/http://www.testdesigner.com/about/how_to_write_good_test_questions/http://www.testdesigner.com/about/how_to_write_good_test_questions/http://www.intulogy.com/addie/pilot-testing.htmlhttp://www.learningsolutionsmag.com/articles/299/beta-testing-an-online-coursehttp://www.fgcu.edu/onlinedesign/mediadev.htmlhttp://www.greatcirclelearning.com/sites/default/files/support/Sample%20Elegant%20Participant%20Guide.pdfhttp://www.learningpathsinternational.com/Building%20Better%20Facilitator%20Guides.pdfhttp://www.uthsc.edu/grad/CourseInfo/CurrManagement/Learning_Objectives.pdfhttp://www.youtube.com/watch?v=ffRUHKx2zyUhttp://www.albion.com/netiquette/corerules.htmlhttp://www.articulate.com/rapid-elearning/rapid-e-learning-101/http://www.learning-theories.com/http://classweb.gmu.edu/ndabbagh/Resources/IDKB/strategies_tactics.htmhttp://edpath.com/2006/0706/070605.htmhttp://www.nwlink.com/~donclark/hrd/bloom.htmlhttp://www.learning-styles-online.com/overview/ -
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Section 7: Definitions(Simonson, et al., 2012)
Alignment: The degree to which synchronicity occurs among objectives, instructional activities,
and assessment measures.
Asynchronous: Web-based (self-paced; communications take place at any time from any
location).
Blended (hybrid): Combines online and face-to-face delivery; 30% to 79% of the courses
content is delivered online.
Discussion Forums: Flexible online utilities which can be used to implement a wide variety of
assessment activities. Students respond to questions or discuss course material within the forum
environment.
Formative Evaluation: Assessment activities that lead to the refinement of the instruction itself.
Instructional Design: Instructional design is considered the intellectual technique of the
professional who is responsible for appropriate application of technology to the teaching and
learning process.
Reliability: The stability of an instrument or activity; how consistently the assessment measures
learning gains.
Summative Evaluation: Outcomes-focused assessments that emphasize the final results of a
course or module (e.g. ACT, GRE or GMAT tests).
Synchronous: Technology is used to connect the instructor, classroom, and learners.
Validity: The degree to which an assessment provides an accurate estimate of learning gains.
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Section 8: References
Advanogy.com. (2012). Overview of learning styles. Learning-styles-online.com. Retrieved from
http://www.learning-styles-online.com/overview/
Albion.com & Ross, S. (2011). The core rules of netiquette. Retrieved from
http://www.albion.com/netiquette/corerules.html
Arreola, R.A. (1998). Writing learning objectives. The University of Tennessee, Memphis. Retrieved
from http://www.uthsc.edu/grad/CourseInfo/CurrManagement/Learning_Objectives.pdf
Clark, D. (2010). Blooms taxonomy of learning domains. Retrieved from
http://www.nwlink.com/~donclark/hrd/bloom.html
Dabbagh, N. (2006). Instructional design knowledge base; Support instructional models with
instructional strategies and tactics. Retrieved from
http://classweb.gmu.edu/ndabbagh/Resources/IDKB/strategies_tactics.htm
FGCU. (2006). Principles of online design; Instructional media. Florida Gulf Coast University.
Retrieved from http://www.fgcu.edu/onlinedesign/mediadev.html
Fors, M. (n/d). Instructional design criteria checklist. Retrieved from
http://www.unitar.org/hiroshima/sites/unitar.org.hiroshima/files/17_AF07WSII_Instructional_
Design_Criteria_Checklist.pdf
Great Circle Learning. (n.d.). Sample elegant participant guide. Retrieved from
http://www.greatcirclelearning.com/sites/default/files/support/Sample%20Elegant%20Pa
rticipant%20Guide.pdf
Instructional Design Central. (2012). Instructional design models and methods. Retrieved from
http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#ad
die
Intulogy, Ltd. (2010. Pilot testing a course. Retrieved from http://www.intulogy.com/addie/pilot-
testing.html
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Kirkpatrick Partners. (2012). The kirkpatrick philosophy. Retrieved from
http://www.kirkpatrickpartners.com/OurPhilosophy/tabid/66/Default.aspx
Kuhlmann, T. (2011). Rapid e-learning 101. The rapid e-learning blog. Retrieved from
http://www.articulate.com/rapid-elearning/rapid-e-learning-101/
Learning Theories Knowledgebase (2012, December). ADDIE Model at Learning-Theories.com.
Retrieved December 12th, 2012 from http://www.learning-theories.com/addie-
model.html
Learning Theories Knowledgebase (2012, December). at Learning-Theories.com. Retrieved
December 13th, 2012 from http://www.learning-theories.com/
Legault, N. (2012). The ultimate elearning design and development checklist. Flirting w/
eLearning. Retrieved from http://flirtingwelearning.wordpress.com/2012/03/18/the-
ultimate-e-learning-design-and-development-checklist/
Lorenzo Associates, Inc. (2006). How to facilitate effective online interaction. Educational
pathways; resources for educators and learners, Vol. 5 (7). Retrieved from
http://edpath.com/2006/0706/070605.htm
Malamed, C. (2012). SME advice: How to brain sync with a subject matter expert. Retrieved
from http://theelearningcoach.com/elearning_design/subject-matter-experts/
Martin, B. (2010). Beta testing an online course. Learning Solutions Magazine. Retrieved from
http://www.learningsolutionsmag.com/articles/299/beta-testing-an-online-course
Rosenbaum, S. (n.d.). Building better facilitator guides. Learning Paths International. Retrieved
from
http://www.learningpathsinternational.com/Building%20Better%20Facilitator%20Guides.p
df
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a
distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
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Tribrio, Inc. (2012). How to write good test questions. Retrieved from
http://www.testdesigner.com/about/how_to_write_good_test_questions/
Wolpert-Gawron, H. (2011). Blended learning: Combining face-to-face online education.
Edutopia. Retrieved from http://www.edutopia.org/blog/blended-online-learning-
heather-wolpert-gawron
Wong, J. (2009). What is blended learning. Retrieved from
http://www.youtube.com/watch?v=ffRUHKx2zyU
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Subject Matter Expert Content Collection Form
Lesson Title Insert the Lesson Title
Learning Objectives 1 Learning Objective 12 Learning Objective 23 Learning Objective 3
Lesson Description Insert lesson description from approved design plan
Learning Objective 1 Insert learning objective 1
Key Information What do learners need to know in order to achieve this objective? Please
provide two to five paragraphs, up to 700 words.
Key Skills What skill do learners need to be able to perform in order to achieve this
objective? Please provide two to five paragraphs, up to 700 words.
Image
Suggestions
What images, metaphors, models, or diagrams are useful for
understanding the information and skill?
Interactivity
Options
Recommend an activity that you think would be useful to help learners
acquire the knowledge and skill. You may recommend up to three
options. (e.g. video, scenario with feedback, puzzle, etc.)
Scenarios/Case
Examples
Describe one or more appropriate scenarios related to this learning
objective.
What is the appropriate way to address the scenario?
What are some feasible, inappropriateways someone might address the
scenario?
Resources What resources or references do you suggest to learners to explore
information and skills related to this objective further?
Learning Objective 2 Insert learning objective 2
Key Information What do learners need to know in order to achieve this objective? Please
provide two to five paragraphs, up to 700 words.
Key Skills What skill do learners need to be able to perform in order to achieve this
objective? Please provide two to five paragraphs, up to 700 words.
Image
Suggestions
What images, metaphors, models, or diagrams are useful for
understanding the information and skill?
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Interactivity
Options
Recommend an activity that you think would be useful to help learners
acquire the knowledge and skill. You may recommend up to three
options.
Scenarios/Case
Examples
Describe one or more appropriate scenarios related to this learning
objective.
What is the appropriate way to address the scenario?
What are some feasible, inappropriateways someone might address the
scenario?
Resources What resources or references do you suggest to learners to explore
information and skills related to this objective further?
Learning Objective 3 Insert learning objective 3
Key Information What do learners need to know in order to achieve this objective? Pleaseprovide two to five paragraphs, up to 700 words.
Key Skills What skill do learners need to be able to perform in order to achieve this
objective? Please provide two to five paragraphs, up to 700 words.
Image
Suggestions
What images, metaphors, models, or diagrams are useful for
understanding the information and skill?
Interactivity
Options
Recommend an activity that you think would be useful to help learners
acquire the knowledge and skill. You may recommend up to three
options.
Scenarios/Case
Examples
Describe one or more appropriate scenarios related to this learning
objective.
What is the appropriate way to address the scenario?
What are some feasible, inappropriateways someone might address the
scenario?
Resources What resources or references do you suggest to learners to explore
information and skills related to this objective further?
More Info List topics you will cover in greater detail below.
Supporting
Information
What other information related to this lesson do you consider nice to
know but not essential?
Image
Suggestions
What images or metaphors are useful for understanding this supporting
information?
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Interactivity
Options
Recommend an activity that you think would be useful to help learners
acquire the knowledge and skill. You may recommend up to three
options.
Scenarios/Case
Examples
Describe one or more appropriate scenarios related to this supporting
information.
What is the appropriate way to address the scenario?
What are some feasible, inappropriateways someone might address the
scenario?
Resources What resources or references do you suggest to learners to explore this
information further?
Source:http://theelearningcoach.com/elearning_design/subject-matter-experts/
http://theelearningcoach.com/elearning_design/subject-matter-experts/http://theelearningcoach.com/elearning_design/subject-matter-experts/http://theelearningcoach.com/elearning_design/subject-matter-experts/http://theelearningcoach.com/elearning_design/subject-matter-experts/ -
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The Kirkpatrick Model
Level 1: Reaction
To what degree participants react favorably to the training
Level 2: Learning
To what degree participants acquire the intended knowledge, skills, attitudes,confidence, and commitment based on their participation in a training event
Level 3: Behavior
To what degree participants apply what they learned during training when theyare back on the job
Level 4: Results
To what degree targeted outcomes occur as a result of the training event andsubsequent reinforcement
Source: http://www.kirkpatrickpartners.com/OurPhilosophy/tabid/66/Default.aspx
Results
Transfer
Application
Reaction
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