In the Analysis stage, we determined if training really needed to be done and, if so, who needed to be trained. In the Design stage, however, we are going to focus on the individual steps of that training - everything that it takes to get from Point A to Point B. It can be easy to gloss over little steps that may seem inconsequential, but every action that a learner must take to get to the end result is necessary and should be included in the Design stage. Within this stage there are two main points which need to be addressed - the process and the objectives.
THE PROCESS
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THE OBJECTIVES
Once you know what the process is, you should be able to write clear objectives more easily. Objectives can be tricky and the number of objectives you need will change depending upon the type of instruction you are designing. There are two types of objectives - the terminal objective and the enabling objective. The terminal objective will describe what the end result will be. This is the whole reason you are giving instruction in the first place! The enabling objectives, however, are the individual steps the learner will need to accomplish in order for the goal to be satisfied. For my catalog instruction, the terminal objective was pretty simplistic:
The Learner will be able to perform a basic search using the Destiny Integrated Library System and successfully locate an appropriate title based on reading and interest level.
But the enabling objectives are the meat of instruction. The following enabling objectives explain exactly how the learner will achieve the terminal objective. They are:
i. Using a subject matter chosen by the instructor,
the learner will select search terms, in order to limit search results based
the appropriate reading level.
ii. Given the Destiny ILS, the learner will
input the search term into corresponding field in order to limit search
results.
iii. Using the Destiny ILS and the subject
matter chosen by the instructor, the learner will evaluate results to further
limit materials appropriate to their reading level.
iv. Based on the search results, the learner
will select an item that meets the criteria for both the subject matter and the
reading level.
Once you've got your flowchart and your objectives, you have a pretty solid road map for your instruction. With your road map in hand, you can now move on to the best part of the ADDIE model - Development.
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