Tech Support puts the “E” in ADDIE

Concurrent Session 5
Leadership

Session Materials

Brief Abstract

UA instructional designers implement the ADDIE model in collaboration with faculty delivering content online. However, a gap was identified in the “evaluation” (E) phase.  As a solution, technical support personnel created a process for faculty to make improvements over their course lifespan, thus closing the gap in the “E” phase.

Presenters

Chynna Boyd currently serves as an LMS Administrator at the University of Alabama in Tuscaloosa, AL. She has worked in the technology field for about 11 years, starting with computer repair and troubleshooting then transitioning to academic technology. She enjoys learning about the cognitive psychology behind technology in education. She holds an A.S in Computer Networking Systems, B.S in Computer Information Systems (Cum Laude), and an M.A in Interactive Technology. She is currently pursuing a Ph.D. in Instructional Technology at the University of Alabama.

Extended Abstract

At many higher education institutions, including the University of Alabama, instructional designers use the ADDIE model to design and develop effective online educational and training programs. ADDIE consists of five course development and delivery phases: Analyze, Design, Develop, Implement, and Evaluate. The Analyze phase consists of an analysis of instructional goals and objectives and identifying the instructional challenges. In the Design phase, instructional designers take all of the learnings of the Analyze phase and use them to make practical decisions, in collaboration with faculty, that will guide the development plan for the course. Course assembling, content creation, and the needed technologies for learning are selected in the Development phase. The course is delivered in the Implementation phase. The final phase is Evaluation, measuring the effectiveness and efficiency of a course, once it is delivered. With UA’s existing course development process intended to produce online courses that have a five-year shelf life, the need arose to create a way in which faculty could make improvements throughout the lifespan of their course, thus extending the Evaluation phase for the course. As a solution, UA’s technical support team created a process to provide support for faculty wanting to make improvements over their course lifespan, thus extending the “E” phase in the model. This process is called the Course Improvement Process (CIP). In this session, you will hear from UA technical support personnel who evaluated historical technical support helpdesk data, developed an online application survey for faculty and assembled a course improvement evaluation team to create the CIP.  The CIP expands faculty capability to make improvements to their course, thus ensuring that faculty are pleased with the quality of their course, online students have a rewarding learning experience and all phases of the ADDIE model are implemented in the development of online courses. 

What do the details of the CIP look like, you may ask? Come join us as we share how UA’s technical support team expanded the “E” phase in the ADDIE model for UA Online courses.