Professional Documents
Culture Documents
1 Introduction
1.2 Goals
Here are some questions that I used for the Analysis Phase:
Type of Example
question
Who Who are my learners?
What What is the goal of the courseware?
What are the skills that I want to teach for this courseware
When When can the students be expected to complete the courseware?
Where Where can this courseware be used during teaching and learning
activity?
Why Why do the students need to use the courseware?
How How can this courseware improve the learning skills of the students?
Pupils will be able to spell the natural disasters based on the pictures
Pupils will be able to match the correct natural disasters to the pictures
Pupils will be able to listen and answer for specific information about natural disasters
The instruction of the courseware is set to student-friendly version so that they can easily
navigate themselves through the courseware. The standard of the lessons is taken from the
DSKP and the materials used are mostly from their Pulse 2 textbook. The reason for this is to
ensure that they can used the reference book not only on this courseware but they can refer
to their book offline. The lessons are scaffolded for the weaker students so that they can follow
it easily starting with vocabulary enhancement.
1.3.3 Development
The in- depth development of the lesson taken place when the audio and visual part of
the lesson are used heavily to create understanding of the vocabulary learned. It is important
for the students not only to know about basic vocabulary but applying by understanding how
to use the vocabulary. This is where the students have to not only memorize the picture but
also can answer it in a sentence. The storyboard created by heavily putting in images and also
moving graphics to enhance their understanding of the new vocabularies.
The feedback to the questions given will test the understanding of the students’
knowledge about the new vocabulary that they have learned.
1.3.4 Implementation
During the implementation phase the students are required to test out the first few parts
of the courseware. This is considered as the pilot test for the courseware. From there we will
know more about their feedback on the navigation of the page and also the overall content of
the courseware. The implementation, modifications can be made instantaneously to the
course or program to ensure effectiveness. (Peterson, 2003)
1.3.5 Evaluation
The evaluation phase consists of two parts: formative and summative (Eoghan, 2018).
Formative evaluation is considered as the survey taken for the courseware about the overall
content, the design and also interactive level for the students to give feedback for the teacher.
Other than formative assessment, summative assessment is taken for the answers
given by student for each stage of the lesson. This can be reviewed with the number of
questions that the students get right as measurement of the effectiveness of the courseware.
This assessment is also compared with other classes that did not use the courseware to
compare the number of correct answers that they get to gauge on their level of understanding.
2.0 Conclusion
In conclusion, the ADDIE module is an important element of creating the courseware
according to the steps taken for each stage. It is useful for the teachers to create an effective
courseware for the students so that the students will get a more purposeful experience while
learning.
3.0 References
Branch, M. 2002, What is Instructional Design, ‘Trends and Issues in Instructional Design and
Technology’, Retrieved from
https://educationaltechnology.net/instructional-
design-models-and-theories/
Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer
Science & Business Media.
Eoghan. (2018). ADDIE: 5 Steps To Build Effective Training Programs. Retrieved from
LearnUpon: https://www.learnupon.com/blog/addie-5-steps/
Leshin, C. B., Pollock, J., & Reigeluth, C. M. (1992). Instructional Design Strategies and
Tactics. Englewood Cliffs, NJ: Education Technology Publications.
Peterson, C. (2003). Bringing ADDIE to Life: Instructional Design at Its Best. Journal of
Educational Multimedia and Hypermedia.