The main focus of our readings this week was instruction — specifically thinking about one-shot instruction that librarians might be doing either in and outside the library. The primary reading focused on the ADDIE method of approaching one-shot instruction.
Other students in the class don’t necessarily need a summary of what ADDIE stands for, but for the uninitiated, ADDIE means:
Some of these seem a bit self-explanatory, but in my own notes, there were a few things that seemed particularly important to remember when using this model:
Analysis involved not only considering and researching the “needs, situation and abilities of the expected learners” in the workshop itself, but also involved a sort of research that stuck me as setting up a proper context for the instructional session. Author J. Veldorf stresses that those designing instruction sessions also need to investigate and research “the needs of the person or agenda who is either contracting the session or who might encourage or require learners to attend.”
In thinking about the design phase, I thought that there was a useful graphic of the “instructional design cycle” which highlighted the iterative nature of instructional design.
In thinking about the whole process of instructional design as well, Veldorf gave a sequence of stages that an instructional planning team might go through:
- forming: pulling the team together
- storming: a stage where there may be more conflict, confidence and engagement may waver
- norming: phase at which group members have finally adjusted to working together/each other
- performing: the phase were actual, significant progress is made
These phases struck me as most useful in terms of normalizing some level of conflict and in fact pointing out how it might help the instructional design overall. It also seemed that they could easily apply to the dynamics of teams working on almost any project, not just instructional design!