Design+and+Development

=**//Design and Development//** =

According to Moore & Kearsley (2005, p. 100), during the design and development of distance education several questions must be addressed including:
 * What content should be included or left out?
 * How will material be sequenced and structured?
 * What media will be used to present the different "chunks" of material?
 * What teaching strategies will be used?
 * How much interaction will there be between students and instructor, students and students?
 * How will learning be evaluated and what form will feedback to students take?
 * What production methods will be used to create the material?

Instructional Systems Design (ISD)
There are several ISD models from which to choose to address the questions above and assist in effective course design. The generic ADDIE model is a systematic approach to the design of instruction:
 * Analysis
 * Design
 * Development
 * Implementation
 * Evaluation

To implement ADDIE, begin by assessing the needs of your target audience. Consider learners' needs, system initiatives, goals and objectives, as well as available and appropriate technologies to design and develop the instruction (Refer to Learning Experiences, Instructional Media, Delivery Modes, and Discussion Forums for additional information). Organize distance learning materials into lessons or units in order to provide a structure for the content and learning (Moore & Kearsley, 2005). Consider conducting a pilot test prior to a large roll-out that includes a small group completing each part of the course and providing feedback. During implementation, consider the literature related to instruction for your learners. In the education setting adult learning assumptions and professional development literature are important considerations, whereas distance education for young learners may need more structure in their program. Conducting formative and summative evaluations will enhance programs (Morrison, Ross, & Kemp, 2007). Dick and Carey (2004) indicate that formative evaluation should take place throughout the design of instructional systems to determine the instruction’s value, not just at the end as indicated by the ADDIE model.

Adult Learning & Professional Development
Implementing technology-based professional development with teachers requires several considerations. Adult learning assumptions, which include the teachers’ need to know, self-concept, experience, readiness to learn, orientation to learning, and motivation to learn (Knowles et al., 1998), not only affect learning outcomes as discussed in the literature, but also influence instructional design. The literature related to professional development, including that conducted in technology integration settings, incorporates particular effective elements with a focus on improving student achievement, including (a) content focus, (b) active learning, (c) coherence, (d) duration, and (e) collective participation as described by Desimone (2009). It is important to consider each of these components during instructional design, as without such considerations the professional development will not include the core aspects to meet the needs of practitioners. Additionally, the Learning Forward (2011) Standards for Professional Learning provide a framework for distance learning for educators.

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