ADDIE Backwards Planning Model

I have been working on this model for some time, so I wanted to present my latest version.

The ADDIE Backwards Model is quite similar to most other ADDIE type models. Note that the Learning Platform (Implement) rests on the Analysis, Design, Development, and Evaluation Phases. The steps in the Analysis Phase closely align with Phillips' Needs Model and Kirkpatrick's Four Levels of Evaluations. In addition, the Analysis steps align with the Design and Development steps:

Click for a larger version with “clickable” links

Analysis Phase

• Business Needs - how a learning initiative will support the organization's initiatives, strategies, or goals
• Job Performance Needs - determine the cause of the performance deficiency that is preventing the business unit from reaching its objectives and identify the performance required to reach it
• Training Needs - define appropriate performance, instructional, and informational material (includes both formal and informal)
• Individual Needs - ensure the goals and tasks will be judged by the learners as important and doable

Design Phase

• Develop Objectives - what tasks the learners will be able to perform after they finish the learning process
• Develop Tests - how well the tasks must be performed
• Identify Learning Steps - how to perform the tasks
• List Entry Behaviors - what the learners must know before entering the learning process
• Sequence - sequenced and structured to provide the best opportunity for learning that will lead to performance

Development Phase

• List Learner Activities — activities that help the learners perform in order to meet the Business Needs.
• Choose Delivery System — the medium is selected that will not only best deliver the learning platform to the learners, but also has the least interruption on their jobs (performance aids, social media, informal learning techniques, etc.)
• Review Existing Material — see if any preexisting content can be recycled to meet the performance needs
• Develop Instruction — the courseware, such as the activities, performance aids, content, context, etc. are created
• Synthesize — combine into a coherent whole so that it best integrates the information and activities into a learning platform that fosters performance
• Validate Instruction — ensure the learning platform helps the learners to reach the business objective and informs them of the need to perform to the required standards

Implementation Phase

The Analysis, Design, and Development phases provided the underlying support to ensure the learning platform:

• Performs as predicted (solves a real business need)
• Flows with the job performance needs (improves job performance rather than interrupt it)
• Supports all training and learning needs
• Ensure the learners see the training as important and doable so that they are motivated to engage in it

Evaluation Phase

Aligning the ADDIE model with Kirkpatrick's Four Levels of Evaluation helps to ensure the learning platforms performs as expected

Ideas Favor the Connected Mind

In a recent TED Talk, Steven Johnson, the best-selling author of six books on the intersection of science, technology and personal experience, gives a presentation titled, Where good ideas come from.

Connecting

He notes how England's coffee houses became a social meeting place for people that began one of the great intellectual periods in the last 500 years — “The Enlightenment” — in that it allowed different people with different backgrounds and different fields of expertise a place to meet and exchange ideas.

An idea is a network (a new configuration); however, that idea is normally cobbled together from whatever parts happen to be nearby — we take ideas from other people, people we learn from, people we meet in the coffee shop, and then stitch them together into new forms. Fred Stratton (CEO of Briggs & Stratton) once said that genius lay in the ability to see how two or more ideas that nobody else sees as related are indeed related. This ability to make an analogy between different ideas unlocks a world of potential. And the means that we get to see various ideas is often accomplished by connecting with others.

These meeting places where we connect are often called “common environments.” However, social media tools, such as blogs, micro blogs (e.g., Twitter & Yammer), file sharing (e.g., Flickr & SlideShare), virtual meeting places, (e.g., Adobe Connect & Elluminate), social sites (e.g. Facebook & MySpace), and wikis now provide a virtual bridge by acting as the common environment in many instances. This virtual bridge allows people to interact with each other in much the same manner as they would in a common environment, thus they are virtually able to observe, gather new ideas, and learn from others.

Space has shifted as people do not have to be in the same physical location. The availability of the common environment has been greatly extended.

The Formation of New Ideas

While people often say they get their ideas in sort of an eureka minute, they are for the most part unreliable when performing this self-reporting on where they get their new ideas. Rather than being an eureka minute, ideals normally happen when people get together so that they can bounce ideas off other people, absorb the thoughts of others, and then build relationships between the various ideas..

Steven Johnson tells the story of how Charles Darwin wrote that he came up with the idea of natural selection in an eureka minute; however, his notebooks tell a slightly different story — he had the full concept of natural selection in them months before he was actually able to put the final theory forward.

While we might think that our ideas come in one spark, they normally are created in an incubation period consisting of 1) connecting with others 2), seeing a relationship between different ideas, 3) developing each part of the new idea, and 4) the joining of the parts in order to create the finalized idea (it is this last step that gives the illusion that the idea is an eureka moment).

Asking if Something Can be Done

In his talk, Steven Johnson tells the story of when Sputnik was launched, two guys named Guier and Weiffenbach started listening to the pings coming from its signal. After a while they noticed small frequency variations that allowed them to calculate the speed of the satellite. They began talking to their colleagues who had other kind of specialties and about three or four weeks later they mapped the exact trajectory of this satellite orbiting earth.

A couple weeks later their boss, Frank McClure asked them, “You've figured out an unknown location of a satellite orbiting the planet from a known location on the ground. Could you go the other way? Could you figure out an unknown location on the ground, if you knew the location of the satellite?” After thinking about it they discovered it would actually be easier. Guier and Weiffenbach's boss needed to be able to do this as he was working on new nuclear submarines in which it was extremely difficult to calculate the aim of a missile so that it lands on top of Moscow, if you don't know the exact location of a submarine located in the middle of the ocean.

Open Innovation

Guier, Weiffenbach, and McClure opened the avenue of GPS. Thirty years later, Ronald Reagan opened it up and made it an open platform that anybody could build upon and anybody could build new technology that would create and innovate on top of this open platform. A closed system connects with a small number of minds, while an open system has an opportunity to connect with a large number of minds that in turn, greatly increases its chance of becoming a new idea, which in turn can become a new innovation.

The Process of Creating Ideas

Thus, connecting people allows the exchange of ideas that form new ideas, which in turn can create another idea that works best when it is opened up to innovation:

This process of creating ideas is important when designing learning environments.

Agile Design

For example, one of the concepts of Agile Design is bringing the designers, managers, learners, and subject matter experts and/or exemplary performers in on the planning stage as a high degree of collaboration needs to take place to accurately identify the problem and solution. When extending instructional system design to solve complex problems, you need to fully immerse yourself in the problem to fully understand it.

Extending Instructional Design

To accomplish either of these requires connections so that the idea creation process can begin.

And we need to not only include the process of creating ideas in our building of learning platforms, but also extending them to the learners so that they can create ideals that will help lead to innovation. Rather than build walls, have no walls. The physicist Freeman Dyson once wrote:

When writing, I close the door, but when doing science, I leave it open. Up to a point you welcome being interrupted because it is only by interacting with other people that you get anything interesting done.

What have you done lately to help increase the creation of ideas within your organization — have you helped to tear down the walls rather than build walls?

Blog Book Tour: Social Media for Trainers

Welcome to the seventh stop of the Blog Book Tour for Jane Bozarth's new book, Social Media for Trainers. If you have been following the blog book tour, then you know Jane's book not only provides an introduction for understanding how to use social media tools, such as blogs, Facebook, Twitter, and wikis; but is also chock-full of examples. And these examples are quite important as they provide models for learning.

However, perhaps you are still somewhat leery of using social media for learning, thus I'm listing a few points for you to consider.

We often think of new technologies or concepts as being silver-bullets or replacements for present training and learning initiatives. Past examples include video tapes and elearning. And yes, sometimes they are able to stand by themselves as the learning platform; however, they often work much better in blended solutions. Thus, social media should not normally be thought of as a stand-alone solution, but rather as extensions of face-to-face exchanges in order to extend the learners' networks.

Social media can provide a virtual bridge by acting as the common learning environment (see Instructional Design — Social Learning and Social Media). Thus it extends and in some instances may replace the required social interactions that takes place in a lot of learning processes.

As noted earlier, examples provide learners with real models. Social learning works in a similar manner in that it allows the learners to perceive others for comparison and self-evaluation. In addition, we can bounce ideas off of them and are often a neutral source of information, which may help or speed several forms of instrumental learning (Conte, Paolucci, 2001). We know these social interactions are important because while we might picture someone learning informally as being a “lone learner,” studies have shown that during an informal learning episode a learner normally interacts with an average of 10 people (Tough, 1999). And even though you might only be interested in formal learning, you have to support these informal learning episodes because informal and formal learning are closely tied together — an average of one-hour of formal learning spills over to four-hours of informal learning (Cofer, 2000).

Thus to transform training from an event to a real process you have to support the informal learning that accompanies the majority of formal learning. Bell (1977) used the metaphor of brick and mortar to describe the relationship of formal and informal learning. Formal learning acts as bricks fused into the emerging bridge of personal growth. Informal learning acts as the mortar, facilitating the acceptance and development of the formal learning. He also noted that informal learning is not a replacement for formal learning processes as it is this synergy that produces effective growth.

To make training an effective process, you really have think about tying the various parts of learning into a whole, such as formal and informal learning, and the social learning that normally needs to accompany the other two. While the main reason for training failing in the past was most likely the failure to link formal learning to a real business need, I would think with all the emphasis on it the last few years that we have now gone beyond that and we now need to refine our efforts. Jane's book can be an important part of the solution.

Next stop for the Social Media for Trainers Blog Book Tour is Gina Schreck, that is scheduled on September 22.

You can follow Jane on Twitter: @janebozarth and @SoMe4Trainers; connect with her Facebook pages: Jane Bozarth Bozarthzone and Social Media for Trainers; or read some of her thoughts and ideas on her blog.

References

Bell, C. R. Informal Learning in Organizations. Personnel Journal, 56, no. 6 (June 1977): 280-283, 313. (EJ 160 136).

Cofer, D. (2000). Informal Workplace Learning. Practice Application Brief. NO 10. U.S. Department of Education: Clearinghouse on Adult, Career, and Vocational Education.

Conte, R. & Paolucci, M. (2001). Intelligent Social Learning. Journal of Artificial Societies and Social Simulation. vol. 4, no. 1.

Tough, A. (1999). Reflections on the study of adult learning. Paper presented at the 3rd New Approaches to Lifelong Learning (NALL) Conference, University of Toronto: Ontario Institute for Studies in Education, Toronto, Canada. Retrieved January 8, 2008 from http://www.oise.utoronto.ca/depts/sese/csew/nall/res/08reflections.pdf

On The Media

A recent On The Media Podcast has several short stories about media that might be of interest to many of you. Unlike their original podcast in which all the stories are combined into one podcast, their web page on the podcast has the stories broken down into short segments so that you can pick and choose the ones you want to listen to.

Field Guide

The first story that might be of interest is titled, Field Guide (transcript), that discusses the popularity of the Madden NFL video game among pros, college, and high school football players. One thing is for certain — the new players are much more familiar with offensive formations, defensive formations, play calls, etc. than new players 20 years ago; and both players and coaches agree that they are learning a lot about football through the video game.

The Uncanny Valley

The next one is titled the The Uncanny Valley (transcript). The story is about simulations and the human sims within them. What is interesting is that if you create a sim that is 95 percent lifelike, it is great; however, if you made one that is 96 percent lifelike, it is a disaster because it is like a a human being with something wrong. That is, if it gets too life-like, but something is slightly off, it starts to look horrifyingly dead and dull — which freaks people out.

The Facebook Effect

Why does Facebook trump all it's competitors? The Facebook Effect (transcript) story says it is because:

• You use your real name on Facebook, and while this seems so familiar now, it was really quite revolutionary when Facebook launched
• The service improved from a technology point of view
• They live by the rule “only the paranoid survive”

The Death of the Web?

While the recent story in Wired magazine left many people scratching their heads, the story, The Death of the Web? (transcript) notes that we have to realize that the “web” is NOT the “internet.” The web is what we surf via our Web browser (web sites and HTML). While the internet is composed of the network, the wires, the routers and all that on which digital information flows. And it is non-web applications that are starting to have a big impact in how we receive our information (think iPad and iPhone).

Tools for Analysis

A Learner's Framework — While many analysis methods or tools study the task, this one looks at the needs and behavior of the learners and how they view a particular task.

Analysis Template Book (RTF) — A collection of instruments for performing analysis

Affinity Diagrams — A method for identifying connections among issues and to reveal opportunities for innovation. For examples, see this Google search, for instructions, see this PDF file.

Concept Mapping — A diagram showing the relationships among concepts or ideas. For examples, see this Google search, for instructions, see this site.

Flow Analysis — Identifies bottlenecks and opportunities for functional alternatives. For examples, see this Google search, using Word and Powerpoint to draw flow charts. This method uses Excel.

Various Approaches for Analyzing Tasks and Needs — In a traditional needs analysis, the analyst generates a list of tasks to be performed. This list of tools is designed to be completed by job incumbents, subject matter experts and/or supervisory personnel.

What tools do you have in your toolbox?

The ADDIE Backwards Planning Model (updated)

I have updated and made the ADDIE Backwards Planning Model interactive:

Click the ADDIE Model to go to the site

I would be interested in your thoughts.

The ADDIE Backwards Planning Model

I have been reorganizing my ISD site and have come up with this ADDIE model:

Click for a larger image

I would be interested in your thoughts.

We Need Real Examples with Social Learning

The latest podcast from Xyleme Voices, George Siemens on Social Learning Networks: From Theory to Practice is quite informative and thought-provoking; however, it still seems to leave a lot of questions unanswered.

For example, George cites the problem that Apple had with the iPhone's antenna and says it was caused by a people not being connected properly and somehow makes the leap of faith that if the people who knew about it were connected to the others on the design team, such as with social media, then the problem would have been prevented. Yet the problem is much more complex. Any good engineer will tell you that all cellphones that have the antenna inside of them, rather than sticking out, have reception problems because when you put your hand around it, it blocks the signal. But people don't want the antenna sticking out — they want it inside the phone. For example, Nokia jumped in and said their cellphones do not have this problem, yet we have a new Nokia phone in our household and the manual shows you how NOT to hold the phone so you don't block the signal.

Secondly, people want their phones as small as possible, which limits where you can put the antenna. Complicating the problem is that most of the testing was probably done on Apple's campus that gets a good signal as both ATT and Verizon have towers on it; and the problem only occurs in weak reception areas.

Thus we don't know if Apple did not know about the problem or if they knew about it, but decided it was not that big of a problem. The real problem was the way Apple handled the problem as I believe, as some other industry experts, that it was mainly blown out of proportion... after all, we love to jump on big companies.

The real problem is more of the way their public relations people handled the problem. Now could being connected with social media help them perform better, and if so how? That might have been a better and more realistic approach.

The most thought provoking part of the podcast comes about 15:10 minutes into it in which George discusses the need to do a better job of helping the learners learn how to learn (metalearning) rather than just instructing them into what to learn. I also believe that we need to do a better job at this, but we need more realistic examples — the Apple's antenna example just does not cut it.

For example, if I'm designing a course in which the learners need to learn a process to deliver our goods or service, how do I fit social learning and social media in with it? I can see how they help with informal part, but the end of the podcast wants us to a better job with metalearning in our daily training, and this is where we need some real examples.

Social Learning and Social Media

I recently wrote about bridging the common environment in Social Learning with Social Media tools — Social Learning and Social Media. I would be interested in your thoughts.

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15 Years on the Web

This week marks the fifteenth anniversary of Big Dog being on the web! In late 1994 I subscribed to Prodigy as it was one of the first of the early-generation dialup services to offer full access to the World Wide Web. However, a few months later I decided that I did not want to just surf the web, but actually be a part of it. So I then subscribed to NWLink.com and on July 13, 1995, Big Dog went live.

As you can see, my early design skills were somewhat lacking. I did most of my html coding on MS Notepad and except for a few clipart pictures, the drawings were done on MS Paintbrush — really hi-tech stuff.

The main attraction was the SAT or ISD (ADDIE) page. The April 1996 issue of Training Magazine called my site, "The World Wide Web at its best" (April 1996, p.101). Of course it did not take a whole lot to satisfy people back in those early Internet days!

In early 1997, the Internet Archive's WayBackMachine started archiving my site. Later that summer I was running out of things to write about so I decided to put my 22 years in the Army to good use and created the leadership page, which is now one of the most popular sections of Big Dog.

One of the questions I'm often asked is, “Why Big Dog?” While serving with the 3d Infantry Division, our company had a saying, “To the Big Dog!”, which basically meant, “We can do it!” The saying was based on a bulldog mascot that was designed by Walt Disney Productions (for the cost of one dollar) as the division commander wanted a visual picture of the song, “The Dog Face Soldier” (clink link to hear the song and learn more about it). The saying meant a lot to me so I used Big Dog as part of my site's name.

In the summer of 1998 I received an email from Big Dogs clothing claiming I was infringing on their trademark and ordered that I remove the name... so I replied to them and told them I had no intention to stop using the name... and of course I am still using Big Dog. My daughter, being the jokester, gave me a couple of Big Dog shirts the following Christmas.

About 8 months later I renamed it Big Dog's Bowl of Biscuits, as my dog, Lazy (who went to the big dog house in Heaven), loved dog biscuits, and a few years ago to Big Dog and Little Dog's Performance Juxtaposition as my small dog (Buddy, a mix of chihuahua and dachshund) wanted to be part of the marquee, along with my Big Dog — Rico, whom I adapted from PAWS.

A few years back I was starting to run out of server space and exceeding the monthly quota for people visiting/downloading my site, so I got knowledgejump.com from my service provider — hopefully I'm set for a while.