The second D in the ADDIE model stands for Development. In online learning, this usually means creating course content and uploading it onto an LMS.
In a previous exercise I created a very rough draft of a learning design plan (LDP) for an introductory course on project management. Using a WordPress LMS plugin (LearnPress), I modelled what Module 1 of this “course” might look like in a virtual learning environment.
Note that this example makes use of existing creative commons materials; in reality, the course content would be created from scratch as a collaborative effort between a subject-matter expert and a learning design specialist. Although the learning path mirrors the LDP in terms of layout and subject headings, the actual content included consists of example place holders.
To access the example course layout, click here.
Before continuing, let me explain the use of “Units” in my examples. Experience has shown me that students are more motivated and more organised when course content is presented to them in “chunks” that can be absorbed in one sitting. This applies specifically to online courses, such as the one I have conceptualised for this example. Students who study online frequently have jobs and other commitments that keep them from being able to study full-time. By breaking modules down into logical units, students are able to plan their time more effectively and have a greater sense of completion after a study session.
Module 1 in The LDP for Module 1 is laid out as follows:
As you can see when viewing the course, the learning path mirrors that specified in the LDP:
Although the content itself does not closely mirror the LDP, and is included as an example only, the learning path structure itself is sound. In Unit 1, students begin with a low stakes discussion about what project management is. In many courses, this first discussion would also be used as a way to have students introduce themselves to each other and become comfortable with the concept of online learning. The first set of Notes follows on logically from the discussion, and students can use this as a self-test to see if they and their peers were on the right track. They can also return to the discussion once reading the Notes and add to or amend their responses. Finally, their foundational knowledge of project management is tested in a quiz, giving them a concrete idea of whether or not they have fully understood the first unit’s work.
Unit 2 starts with another set of Notes that covers the different types of projects that students are likely to encounter in their work. Because project management can be applied in such a large number of different industries, this is a good time to make students aware of the wide applicability of project management skills. It also follows logically from the first unit; once students can define project management, they are ready to look at the different types of projects that fall under this umbrella. The web resource encourages students to continue growing their general project management knowledge, as well as providing them with a site that they will find useful to reference throughout the remainder of the course. The instructor video is the students’ first glimpse of their course instructor. This video continues on the concept of different types of projects, but looks at it from a different angle, namely projects that vary based on the amount of control and clarity the project manager has. Students are once again directed to the class-wide forum, this time to talk about which of the project types they’ve learned about they have experience with, and finally they submit an essay identifying project types for grading.
Although the course content leaves much to be desired, the principles behind developing a learning path are clearly demonstrated here.
