Analysis & Evaluation

Instructional design has a variety of applications and uses within the academic and professional arenas.  Design is not just for teachers or professors, but design skills should be employed by any facilitators of learning.  ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation.  It is one of many models for instructional design.  One of the focuses from this semester that I felt particularly beneficial was the application of analysis prior to design.  Typically when planning there is some form of analysis used to determine the attributes of a particular learning community and their specific needs. Because of the cyclical nature of instructional design, it is entirely possible that the analysis used is some form of evaluation of prior performance, or knowledge gained.  I had the opportunity to expand my toolkit of strategies and approaches to data collection and analysis, particularly as a pre-emptive measure, and not just a reflective tool.

Another valuable lesson about instructional design I’ve learned is that no matter the model you follow, the most important thing is that you’re practicing instructional design.  Instructional designers must be creative, with a diverse skill set that encompasses use of digital and traditional media.  There are many paths to nirvana, just the same there are many acceptable forms of instructional design, depending on the emphasis of your desired outcomes, but it is the lack of instructional design practices that can be most detrimental.  Without reflection and evaluation of the instructional design practices, they are merely different strategies and resources lumped together trying to make ends meet.

Evaluation

Evaluation is a complex process, and also highly reflective.  Often as a teacher or researcher we become very invested in our work, clinging to the very ideals on which we developed a unit of instruction or a research project.  We dedicate significant time and energy to the planning, methodology, and implementation of our design project, absolutely convinced that this will be your crowning glory, how you as a teacher will be remembered.  Unfortunately, and rather realistically, that is almost never the case.  Sometimes the resources are lacking, participation is weak, or even circumstances beyond your control create conflict in your beautiful design and execution. In other words, life happens!  Mistakes are made or not enough evidence of improvement can be seen, and then it’s back to the drawing board, refocusing the design.  

It can be painful to conduct an evaluation on your work, but I have learned to fall in love with the process.  Not just the process of evaluation, but the design process as a whole.  It requires a significant commitment of resources to successfully complete an instructional design project.  It also does not hurt to have a few good friends handy to look over your work, check for the glaring typos you missed the first 30 times you read through your work, and encourage you. Collaborative design also lessens some of the stress associated with instructional design processing.