scholarly journals Using the ADDIE Model of Instructional Design to Teach Chest Radiograph Interpretation

2016 ◽  
Vol 2016 ◽  
pp. 1-6 ◽  
Author(s):  
Lawrence Cheung
Keyword(s):  
Internal Medicine ◽  
Instructional Design ◽  
Chest Radiograph ◽  
Respiratory Diseases ◽  
Systematic Approach ◽  
Chest Radiographs ◽  
Instructional Design Model ◽  
Design Model ◽  
Internal Medicine Residents ◽  
Addie Model

Interpreting basic chest radiographs is an important skill for internal medicine residents to help them adequately diagnose and manage respiratory diseases. Educators need tools to ensure that they take a systematic approach when creating a curriculum to teach this, as well as other skills, knowledge, or attitudes. Using an instructional design model helps educators accomplish this task by giving them a guide they can follow to ensure that the curriculum meets the needs of the learners. Using the creation of a curriculum to teach chest radiograph interpretation as an example, this paper illustrates how educators can use the ADDIE model of instructional design to help develop their own curricula.

scholarly journals Weeding with ADDIE: Developing Training For Deselection At An Academic Library

2017 ◽  
Vol 56 (2) ◽  
pp. 108 ◽  
Author(s):  
J. Lindsay O'Neil
Keyword(s):  
Instructional Design ◽  
Academic Library ◽  
California State University ◽  
Instructional Design Model ◽  
Design Model ◽  
Academic Librarians ◽  
State University ◽  
Subject Areas ◽  
Addie Model

Weeding is a technically, emotionally, and politically difficult process for academic librarians, particularly when faced with a collection has not been weeded in years, if ever. Yet there is little research that examines how librarians can be supported in their deselecting activities with training. In this case study, a custom training resource enabled librarians at California State University, Fullerton, to more efficiently and confidently complete their weeding assignments. This paper describes a case study of use of instructional design model “ADDIE” (Analyze, Design, Develop, Implement, and Evaluate) to design and develop a training resource built on the LibGuide platform for librarians tasked with weeding their subject areas. Use of the ADDIE model encouraged librarian buy-in and resulted in the development of thoughtfully designed training that met librarians’ needs and facilitated their success in weeding their subject areas. This paper fills a gap in the literature by describing a case study of using instructional design techniques and concepts to develop a local training resource on deselection.

scholarly journals Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Scaffolding Untuk Melatih Pemahaman Konsep

2019 ◽  
Vol 2 (1) ◽  
pp. 84-97 ◽  
Author(s):  
Riyo Arie Pratama ◽  
Antomi Saregar
Keyword(s):  
Instructional Design ◽  
Research Method ◽  
Instructional Design Model ◽  
Design Model ◽  
Seventh Grade ◽  
Concept Understanding ◽  
Addie Model ◽  
Validation Stage ◽  
Implementation Stage

Abstract: This study aims to develop, determine the feasibility, and attractiveness of learning media in the form of scaffolding-based student worksheets on heat material projected to train students' concept understanding. This study uses the research method of developing the Instructional Design ADDIE model. At the validation stage, LKPD was validated by a total of 6 validators from two aspects of validation. At the implementation stage, the scaffolding-based students' worksheets were tested to educators and grade VIII students in odd semester 2018-2019. The results show that the worksheets of students based on scaffolding are very feasible after going through the validation stage with a percentage of achievement of 91% according to material experts, 88% according to media experts. The results of the trial to students and educators showed that the percentage of achievement was 91% and 90.4% with very interesting criteria. So, it was concluded that the students' scaffolding-based worksheets on heat material fulfilled the requirements with very decent quality and were very interesting to be used as learning media for seventh grade SMP/MTs students.Abstrak: Penelitian ini bertujuan untuk mengembangkan, mengetahui kelayakan, dan kemenarikan media pembelajaran berupa lembar kerja peserta didik berbasis scaffolding pada materi kalor yang diproyeksikan untuk melatih pemahaman konsep peserta didik. Penelitian ini menggunakan metode penelitian pengembangandesain pembelajaran (Instructional Design) model ADDIE. Pada tahap validasi, LKPD divalidasi oleh total 6 validator dari dua aspek validasi.Pada tahapan implementasi, lembar kerja peserta didikberbasis scaffoldingdiuji kepada pendidik dan peserta didik kelas VIII pada semester ganjil 2018/2019. Hasil menunjukkan bahwa lembar kerja peserta didikberbasis scaffoldingsangat layak dengan persentase capaian sebesar 91% menurut ahli materi, 88% menurut ahli media. Hasil uji coba terhadap pendidik dan peserta didik menunjukkan persentase capaian sebesar 91% dan 90.4% dengan kriteria sangat menarik.Sehingga disimpulkan bahwa lembar kerja peserta didikberbasis scaffoldingpada materi kalor memenuhi persyaratan dengan kualitas sangat layak dan sangat menarik di gunakan sebagai media pembelajaran untuk pesera didik SMP/MTs kelas VII

scholarly journals A qualitative analysis and comparison of the two contemporary models of instructional design

2016 ◽  
Vol 13 (3) ◽  
pp. 6154 ◽  
Author(s):  
Gülçin Mutlu
Keyword(s):  
Instructional Design ◽  
Qualitative Analysis ◽  
Structural Characteristics ◽  
Instructional Design Model ◽  
Design Model ◽  
Generic Model ◽  
Basic Principles ◽  
Design Models ◽  
Similarities And Differences ◽  
Addie Model

This study aims to qualitatively investigate the degree of correspondence between the generic instructional design model that is shortly called ADDIE and two other contemporary models of instructional design, FutureU and Işman Instructional Design Models. ADDIE is considered to be the ancestor of contemporary models of instructional design and it is thus believed to be reflected to certain degrees in the following models of instructional design. In short, this study aims to examine similarities and differences between the generic model and its two follower models by examining similarities and differences. These qualitative comparisons were centered upon the two main themes that were derived in respect to the basic principles of instructional design. The two main qualitative themes and thus the examination criteria for the study included a) what ADDIE components were included and how they were reflected and b) what structural characteristics these two models exhibit. The results showed that the two models represent a considerable number of similarities to the generic ADDIE model and the differences were only on the varied applications or adaptations of the firmly established dimensions already offered by the ADDIE model itself.

scholarly journals Weeding with ADDIE: Developing training for deselection at an academic library

2018 ◽  
Author(s):  
Lindsay O'Neill
Keyword(s):  
Instructional Design ◽  
Academic Library ◽  
California State University ◽  
Instructional Design Model ◽  
Design Model ◽  
Academic Librarians ◽  
State University ◽  
Subject Areas ◽  
Addie Model

Weeding is a technically, emotionally, and politically difficult process for academic librarians, particularly when faced with a collection has not been weeded in years, if ever. Yet there is little research that examines how librarians can be supported in their deselecting activities with training. In this case study, a custom training resource enabled librarians at California State University, Fullerton, to more efficiently and confidently complete their weeding assignments. This paper describes a case study of use of instructional design model “ADDIE” (Analyze, Design, Develop, Implement, and Evaluate) to design and develop a training resource built on the LibGuide platform for librarians tasked with weeding their subject areas. Use of the ADDIE model encouraged librarian buy-in and resulted in the development of thoughtfully designed training that met librarians’ needs and facilitated their success in weeding their subject areas. This paper fills a gap in the literature by describing a case study of using instructional design techniques and concepts to develop a local training resource on deselection.

scholarly journals A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation (Preprint)

2018 ◽  
Author(s):  
Robert de Leeuw ◽  
Fedde Scheele ◽  
Kieran Walsh ◽  
Michiel Westerman
Keyword(s):  
Instructional Design ◽  
Building Blocks ◽  
Instructional Design Model ◽  
Design Model ◽  
Medical Professionals ◽  
Technology Enhanced Learning ◽  
Evidence Based ◽  
Design Models ◽  
Digital Education ◽  
Step Model

BACKGROUND Digital education tools (e-learning, technology-enhanced learning) can be defined as any educational intervention that is electronically mediated. Decveloping and applying such tools and interventions for postgraduate medical professionals who work and learn after graduation can be called postgraduate medical digital education (PGMDE), which is increasingly being used and evaluated. However, evaluation has focused mainly on reaching the learning goals and little on the design. Design models for digital education (instructional design models) help educators create a digital education curriculum, but none have been aimed at PGMDE. Studies show the need for efficient, motivating, useful, and satisfactory digital education. OBJECTIVE Our objective was (1) to create an empirical instructional design model for PGMDE founded in evidence and theory, with postgraduate medical professionals who work and learn after graduation as the target audience, and (2) to compare our model with existing models used to evaluate and create PGMDE. METHODS Previously we performed an integrative literature review, focus group discussions, and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After we created the initial 9-step plan, we compared these steps with other models reported in the literature. RESULTS The final 9 steps were (1) describe who, why, what, (2) select educational strategies, (3) translate to the real world, (4) choose the technology, (5) complete the team, (6) plan the budget, (7) plan the timing and timeline, (8) implement the project, and (9) evaluate continuously. On comparing this 9-step model with other models, we found that no other was as complete, nor were any of the other models aimed at PGMDE. CONCLUSIONS Our 9-step model is the first, to our knowledge, to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a 3-domain model (motivate, learn, and apply) to an instructional design model that can help every educator in creating efficient, motivating, useful, and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as education), others (such as budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them.

TPACK INSTRUCTIONAL DESIGN MODEL IN VIRTUAL REALITY FOR DEEPER LEARNING IN SCIENCE AND HIGHER EDUCATION: FROM “APATHY” TO “EMPATHY”

2020 ◽  
Author(s):  
Maria Fragkaki ◽  
Stylianos Mystakidis ◽  
Ioannis Hatzilygeroudis ◽  
Konstantinos Kovas ◽  
Zuzana Palkova ◽  
...  
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Instructional Design ◽  
Instructional Design Model ◽  
Design Model
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