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REFLECTION ON EDDIE MODEL AND ASSURE MODEL - Coggle Diagram

- - - - The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method that identifies, develops, and evaluates a set of planned strategies for attaining project goals. Specific means the team must execute each element of the instructional design plan with attention to detail. The design phase may involve writing a design document/design proposal or concept and structure note to aid final development.
      - D- Development
        
        In the development phase, instructional designers and developers create and assemble content assets described in the design phase. If e-learning is involved, programmers develop or integrate technologies. Designers create storyboards. Testers debug materials and procedures. The team reviews and revises the project according to feedback. After completing the development of the course material, the designers should conduct an imperative pilot test; this can be carried out by involving key stakeholders and rehearsing the course material.
        
        I- Implementing
        
        E- Evaluation
        
        The evaluation phase consists of two aspects: formative and summative. Formative evaluation is present in each stage of the ADDIE process, while summative evaluation is conducted on finished instructional programs or products.
        
        The implementation phase develops procedures for training facilitators and learners. Training facilitators cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation for learners includes training them on new tools (software or hardware) and student registration. Implementation includes evaluation of the design.
    - - Who are the learners and what are their characteristics?
      - What is the desired new behavior?
      - What types of learning constraints exist?
      - What are the delivery options?
      - What are the pedagogical considerations?
      - What adult learning theory considerations apply?
      - What is the timeline for project completion?
- - - - S- Select (instructional methods, media and materials
        
        U-Utilize (media and materials)
        
        R-Require ( learner participation)
        
        E- Evaluate (and revise)
        
        evaluate the instruction process from start to finish using the objectives you created in the beginning. It is helpful to reflect on your objections, the instructional strategy, the instructional materials, and the assessment.
        
        describe how you are going to get each learner actively and individually involved in the lesson. Students learn best when they are actively involved in the learning experience. Whatever your teaching strategy, be sure to incorporate questions and answers, discussions, group work, hands-on activities, and other ways of getting students actively involved in the learning of the content.
        
        develop your plan for implementing your media and materials. Selects and describe in how they are going to implement the media into your lesson to help your learners meet the lesson’s objective. The media, materials and technology selected should be focused on carrying out the selected method.
        
        Select the appropriate method for the given learning task, select available materials, modify existing materials, or design new materials to help accomplish the task.
      - The stated objectives are statements describing what the learner will do as a result of instruction. In other words, objectives are the learning outcomes, that is, what will the student will learn from the lesson. The objectives you use should be as specific as possible so the learner understands what they are to accomplish