As the ADDIE model was leveraged to guide my instructional design process, key activities will be highlighted by phase. The online learner survey was a key ANALYSIS phase activity, as the lack of learner experience with data visualization led me to scale back the lesson scope. In the DESIGN phase, I leveraged the ARCS model to guide curriculum development. For example, to gain attention, I created inquiry arousal through the use of an New York Times online dialect quiz (whose end product was a heat map). The dialect quiz heat map was sourced from the initial online survey (“provide an example of a data visualization you would like to know how to create”).
To help create perceptual arousal in the DEVELOP phase, I created a humorous, animated PowToon video (Heat Map Hero), featuring a character facing the challenge of creating a heat map. To aid IMPLEMENTATION, a detailed instructor’s guide was created, encompassing all learning activities for the 2-½ day lesson. Finally, relative to EVALUATION, one key activity was the development and execution of online surveys to secure feedback from both the instructor and a data visualization expert. An important learning that emerged was the instructor’s desire for additional 1-to-1 instructional training, given her lack of experience with the subject matter.
After completing the intensive lesson design process, I understood why Larson and Lockee (2013, Ch. 1) recast the ADDIE model as a circular process. For example, a late change in the capstone project that this lesson was to support led me to rethink my technology choices. Furthermore, evaluation phase feedback from the instructor led to changes in homework assignments and the addition of an in-class activity to provide additional scaffolding.
Reference:
Larson, M. B., & Lockee, B. B. (2013). Chapter 3. In Streamlined ID: A practical guide to instructional design. Retrieved from https://read.amazon.com/
