ID Model – Gagne’s Nine Events of Instruction
ID Model 2 – ADDIE
Analysis - The designer identifies the learning problem, the goals and objectives, the audience’s needs, existing knowledge, among other relevant characteristics.
Design - A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here. Development - The actual creation (production) of the content and learning materials based on the Design phase. Implementation - The plan is put into action and a procedure for training the learner and teacher is developed. Materials are delivered or distributed to the student group. Evaluation - This phase consists of (1) formative and (2) summative evaluation. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users. Revisions are made as necessary. |
Similarities
Strengths
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Differences
Weaknesses
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Personal reflection – Overall, though the two models are both highly used instructional design models, they serve to design two different part of the process. Addie is a great tool for an overall design of a system, especially one that will be consistently evaluated and adapted. Gagne’s nine events is very helpful when designing a detailed learner-focused lesson or module. It can be used as a system design, but its strength is in the details. As a teacher, I found myself naturally using Gagne’s model without even knowing its name because the teaching literature focuses on the learner experience, just like Gagne’s model. As for my personal preference, it really depends on what I’m designing and why, as both these models are excellent tools for the right project.
Title of course: Great Books – A book reading elective for middle school.
Units are the first level; modules are the second level; topics are the third level.
Activities
Module 1-2. The first two modules will consist of two books, that will be read on their own, then written reflections posted in the class forum at the end of each week, with required replies from each student.
Required reflection: Each student formulates three unique questions or quotes three specific passages that stood out to them from the book with an explanation of why these ideas were remarkable to the,. In addition, they must either create, or find a copyright free image that represents what they have read about or learned from the book so far, and post this with an explanatory caption. Any format is allowed, (ppt, jpg, etc). Students will be required to reply to at least two other posts by fellow students.
Module 3: The third module will be the projects as follows:
- Science Fiction and Fantasy
- Screwtape letters
- Topic one - relationships in the book.
- Topic two – conflicting viewpoints
- Topic three - message behind the fiction
- The Giver
- Topic one – purpose of the book
- Topic two – the power of choice
- Topic three – role of memories in life
- Project
- Watch movie
- Group discussion
- Group project
- Screwtape letters
- Mystery
- Historical Fiction
- Nonfiction
Activities
Module 1-2. The first two modules will consist of two books, that will be read on their own, then written reflections posted in the class forum at the end of each week, with required replies from each student.
Required reflection: Each student formulates three unique questions or quotes three specific passages that stood out to them from the book with an explanation of why these ideas were remarkable to the,. In addition, they must either create, or find a copyright free image that represents what they have read about or learned from the book so far, and post this with an explanatory caption. Any format is allowed, (ppt, jpg, etc). Students will be required to reply to at least two other posts by fellow students.
Module 3: The third module will be the projects as follows:
- Watch the movie, The Giver.
- Group Discussion:
- Compare the book and movie using the following questions:
- What differences in messages did the movie vs the book convey?
- Why were section left out or added in the movie?
- Is it more beneficial to read the book first or watch the movie? Why?
- With your group, discuss and collaborate the discussion questions above. You may use any communication tool you want, such as text, email, skype, google hangouts, etc…
- Answer the discussion questions showing your group’s agreed answers. Use colors to signal who is credited to which sections. Post this word doc to Unit 1 assignment’s page. (hint: google docs or other similar tools is an easy way to complete this task).
- Compare the book and movie using the following questions:
- Group project: Create an alternative ending to The Giver using voicethread and Realtime white board, or other similar technology, to communicate with each other. Include relevant pictures and clear text for final presentation. Post this final presentation to the Unit 1 assignments page. The presentation may be done using any media other than text and pictures only.
References
ADDIE Model - Learning Theories. (2014). Retrieved July 25, 2016, from http://www.learning-theories.com/addie-model.html
Gagne’s 9 Events of Instruction. (n.d.). Retrieved July 25, 2016, from http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/
Gautreau, D., Claire, L., Gross, J. (2012) Gagne’s Learning Theories [Powerpoint slides]. Retrieved from http://insdsg619-f12.wikispaces.umb.edu/file/view/gagne_proscons_LC-1.pptx.
ADDIE Model - Learning Theories. (2014). Retrieved July 25, 2016, from http://www.learning-theories.com/addie-model.html
Gagne’s 9 Events of Instruction. (n.d.). Retrieved July 25, 2016, from http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/
Gautreau, D., Claire, L., Gross, J. (2012) Gagne’s Learning Theories [Powerpoint slides]. Retrieved from http://insdsg619-f12.wikispaces.umb.edu/file/view/gagne_proscons_LC-1.pptx.
Image credit: http://elearningwiki.com/images/thumb/e/e8/ADDIEcircle.png/350px-ADDIEcircle.png