ADDIE is an acronym for analysis, design, development, implementation, and evaluation.
Bell and Shank (2007) flesh out each of these phases a bit more:
Analysis- the process of defining what is to be learned
Design- the process of specifying how it is to be learned
Development- the process of authoring and producing learning materials
Implementation- the process of installing the instruction product in a real-world context
Evaluation- the process of determining the impact of the instruction (p. 43)
Since librarians are often required to provide one-shot instruction sessions, Bell and Shank (2007) modified the ADDIE model to create the Blended Librarians Adapted ADDIE Model (BLAAM).
The BLAAM method has five steps:
PBL is an instructional method aimed at preparing students for real-world settings. With requiring students to solve problems as the main format of instruction, PBL enhances students’ learning outcomes by promoting their abilities and skills in applying knowledge, solving problems, practicing higher order thinking, and self-directing and reflecting their own learning (Barrows, 1986; Hmelo-Silver, 2004; Norman & Schmidt, 1992). With the success of implementation in medical education, PBL has also been widely adopted by various disciplines in higher education as well as K–12 education settings (Hung, Jonassen, & Liu, 2008).
According to Hmelo-Silver (2004), the PBL process begins with presenting the students with a problems and ends with students reflecting on what they learned. Hmelo-Silver outlines several sequential components of the PBL process:
Berkeley's Center for Teaching and Learning summarized the following success factors from Hmelo-Silver's work:
Understanding by Design (UbD) is also sometimes referred to as backward design. UbD contains many of the same elements as ADDIE and BLAAM but requires the instructor to think explicitly about what he or she wants students to know or learn as a result of instruction.
In general, there are three basic stages when designing instruction with UbD:
UbD promotes the GRASPS method for developing authentic learning tasks, scenarios, or activities to be used in the instruction session. GRASPS stands for:
Goal - what is the purpose of the learning activity?
Role - what is the student's role in the activity?
Audience - who is the audience for the student to keep in mind when working on the activity?
Situation - what is the context for the student to keep in mind for the activity?
Product - how are you going to explain the requirements or expected outcomes of the activity to the student?
Standards - what standards does the student need to keep in mind when working on the activity?
Here's an example of what a learning activity developed with GRASPS might include:
The purpose of this activity is to give marketing students some hands-on practice in evaluating the appropriateness of various kinds of information sources in a professional setting. The students will be given 4 different information sources--a scholarly article, a website, a newspaper article, and a trade publication article about perceptions of social media, and they will be asked to evaluate whether or not they would be appropriate for developing a social media communications plan to be given to their boss at a soft drink company. The company is relatively small but has a good reputation and has done much to break into the world of social media. In addition to the 4 pre-selected articles, students will be given tables to fill in that will help guide them through the activity. They should apply the professional standards that they have learned about social media in corporate settings in their course. After a group discussion about the activity led by the librarian, the students will hand in their tables for review by both the librarian and the course instructor.
As instructors, we need to attempt reflection on our instructional practices. However, various factors (time constraints, lack of success measures, oversight, etc.) can prohibit us from honing our craft. Thinking about our instructional design as a problem to be solved, as something to be thought through, analyzed and refined, can be beneficial when when we look to acquire new skills and advance our professional competencies.
Bell, S.J., & Shank, J.D. (2007). Academic librarianship by design: A blended librarian's guide to the tools and techniques. Chicago, IL: American Library Association.
Cook, D. B., & Klipfel, K. M. (2015). How Do Our Students Learn?. Reference & User Services Quarterly, 55 (1), 34-41.
Farmer, L.S.J. (2011). Instructional design for librarians and information professionals. New York, NY: Neal-Schuman Publishers, Inc.
Hmelo-Silver, C.E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
Hung, W. (2013). Problem-Based Learning: A Learning Environment for Enhancing Learning Transfer. New Directions For Adult & Continuing Education, 2013(137), 27-38.
University of California at Berkeley, Center for Teaching and Learning. (n.d.) Valuing Process as Equal, or Greater Than, Product. Retrieved from https://teaching.berkeley.edu/valuing-process-equal-or-greater-product​
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD.
Technology in the classroom can be used to enhance learning and increase student understanding. Use this guide to find new tools and guidance for implementing technology in the classroom.