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I have incorrectly identified the ADDIE stage in which the ID challenges fall in most of
the case analyses that I have undertaken. I think I will become more familiar with doing so
as I gain more experience and come to get a general feel for the order of events in ID
projects. For the moment, it will be helpful for me to revisit the ADDIE model and practice
correctly identifying the ID process stage by analyzing a selection of the other case studies
in our core textbook (Ertmer, Quinn & Glazewski, 2014). I intend to practice using the
ADDIE model in a real-world context by relying on it during my practicum project.
Taking time to consider the abstract underlying principles relating to any ID problem at an
early stage will be an important consideration going forwards. Doing so is essential to
forming a complete understanding of the situation and crafting appropriate and effective
solutions.
It will assist me to undertake some further reading in my own time regarding general
project management principles and concerns as this is clearly a very important aspect of
the ID process. The gaps in my knowledge in that regard led me to confuse ID challenges
with case-specific constraints in several instances.
References
Ertmer, P. A., Quinn. J. & Glazewski, K. D. (Eds.). (2014). The ID casebook: case studies in
instructional design (242 246). Boston: Pearson.
Ertmer, P. A. & Stepich, D. A. (2005). Instructional design expertise: How will we know it when
we see it? Educational Technology, 45(6), 38-43.