Instructional Design & Technolgy (ADDIE Model )

The Text Book uses different definitions for Instructional Design and technology
over times, just like an overview of historical developments of instructional
technology. The early definition during 1920s was focused on media used to
present that Instruction as the result of advances in such media as sound recording,
radio broadcasting, and motion pictures with sound , the focus of the field shifted
from visual instruction to audiovisual instruction. This shift was clearly seen in
1960s -1970s and most likely the definition focused on the design and the use of
message which control the learning process, including planning, production,
utilization and management. It’s a systemic way of designing, carrying out and
evaluating the whole process of learning and teaching. During the 1990s- 1994s the
definition of instructional technology is defined as the theory and practice of
design, development, utilization, management and evaluation of process and
resources for learner. The latest definition provided by this book (Trends and
Issues in Instructional Design and Technology) is the study and ethical practice of
facilitating learning and improving performance by creating, using and managing
appropriate technological process and resources. The use of such long definition is
to cover all the aspects of technology in learning and teaching as follows: The field
of instructional design and technology encompasses the analysis of learning and
performance problems, and the design, development, implementation, evaluation,
and management of instructional and noninstructional process and resources
intended to improve learning and performance in a variety of settings, particularly
educational institution and the workplace. The professionals in the field of
instructional design and technology often use systematic instructional design
procedures and employ instructional media to accomplish their goals. The
instructional Design .org definition is: the process by which instruction is
improved through the analysis of learning needs and systematic development of
learning materials. Instructional designers often use technology to enhance
instruction. ADDIE model uses these steps;
• Analyze
• Design
• Development of materials
• Implementation( delivery)
• Evaluation( many tools used)
1. Backward design is a great shift in instructional process as it starts to design
the assessment before teaching a unit. Thus will lead both teachers and
students to a clear destination for the unit, consequently the teachers will be
able to create the best road map to get there and what learning materials
should be taught and how they must be taught and how the teacher knows
students’ understanding. The two definitions used the same steps.
However; the backward design changes the order of these steps by starting
with the evaluation. Teachers can use any model to achieve the setting
goals. Both models are applicable at defense language institute as the
students have to take formative tests during the unit and at the end of each
Unit as well as the end of the course of 63 weeks Defense Language
Proficiency Test (DLPT) DLPT5. DLI Classrooms are well equipped
with the multimedia to help teachers prepare their lessons to engage
students in different activities, simultaneously meet the individual needs of
students. I will be very flexible to conduct an interim evaluation through the
course for any adjustment according to the student’s survey feedback,
teaching/ learning situation requirements, and formative tests. The problems
need to be tackled are some students came to study Arabic language
according to the Defense Language Aptitude Battery results (DLAB),
not by their choices. Teachers need to work very hard to change this attitude
and encourage such students to like the language and help them towards
achieving proficiency. finally, I need my students to master the Arabic
Language and get the highest scores in listening, Reading and Speaking that
qualify them to succeed in DLPT5 Tests. Watch this video