Running head: INSTRUCTIONAL DESIGN USING ADDIE

Instructional design using ADDIE

Andrea S. Pratt
University of Saint Mary

INSTRUCTIONAL DESIGN USING ADDIE

Instructional design using ADDIE

ADDIE is the framework for several instructional design models. The five steps are
analysis, design, development, implementation, and evaluation (Mastrian, McGonigle, Mahan,
Bixler, 2011). In my presentation of COPD this week, I choose to use a model based on ADDIE
without including all points in the presentation. I will do a re-working of the assignment
applying ADDIE.
Analysis
The goal analysis is to have learners recognize and facilitate persons with COPD through
their life span. Preventing hospitalizations through early assessment of symptoms facilitates
shorter illness periods and a better quality of life. The learner analysis is to make sure the
learners are ready or appropriate for the content to be delivered. The audience has a basic
background in nursing which is a prerequisite to understanding the material. The task analysis is
to streamline the content to what is pertinent for the subject matter and objectives. This is a large
topic which is broken down into sections to highlight the important aspects of COPD.
Design
When collecting the information to be presented, I determined the sections or chunking
of information to help the learner organize it. The step by step process includes starting from the
beginning with what is COPD, symptoms, diagnosis/evaluation, and treatment/management of
the disease process. The cognitive domain would include the understanding of the content of
instruction. This would include recall of basic information learned in nursing school and looking
back at previous patients for recognition of COPD. The psychomotor domain does not have an
application in this topic. The affective domain would be putting it all together. The recognition

INSTRUCTIONAL DESIGN USING ADDIE

of symptoms. The synthesis of the symptoms and conditions surrounding the patient. Taking
steps to treat or manage the symptoms that are available in the plan of care.
The questions would be open ended to give the learners a chance to expand on their
explanations of how they determined the answers. Open ended questions provoke thought,
recall, and synthesis of the material presented. The basic information of the questions need to be
included in the answers. The four questions cover the information presented. More questions
could be formulated with an increased detail of the information. This is an overview versus an in
depth study of COPD.
The delivery strategies would be a power point presentation with links to videos and
additional information to illustrate the content. This would be on line content with a drop box to
submit answers to the questions. A face to face would include case studies with questions and a
discussion.
The organizational strategies follow Gagnes Nine Events of Instruction. The objectives
are presented with the information presentation following an order from the basic to more in
depth when putting it all together. The video clips are short, animated, and interesting. The
videos keep moving along without dwelling on a topic for too long which will keep the interest
of the learner. The differences and main points are highlighted with a repeat of the information
in various forms. The additional links provide another look at the COPD information. The
questions are probing to have the learner think of persons who may have COPD or similar
symptoms and to investigate further to determine, if they indeed do have COPD. Also, the
degree of the COPD severity which is included in the presentation.
The sequencing strategies would be from the beginning of the COPD disease process to
the end result of more complex or severe cases of COPD as presented in the videos. The

INSTRUCTIONAL DESIGN USING ADDIE

information would be chronological from the definition, symptoms, diagnosis, evaluation,

treatment, and management of COPD.
Development
I have chosen to use a power point with information presented through text, videos,
questions, and links for information. The content was found through searches on line for
information specific to COPD. I started with a search of CINAHL for an article, then drew from
the basic information for the starting of the presentation. Next, I searched youtube.com for
appropriate videos with shorter length and an interesting presentation to hold the attention of the
learners. Then, I organized the information chronologically through the process of defining
COPD, symptoms, diagnosis, evaluation, treatment, and management. After the information was
gathered and organized, I developed questions that would include the content, recall, and
application to real world situations.
Implementation
This will be presented to the instructor of this course to review. The initial
implementation was completed by submitting to the discussion forum for peer review of the
presentation as well as the instructor. Constructive criticism was given to improve the
presentation prior to using in a real world teaching environment.
Evaluation
The formative evaluation would take place with a review of the presentation by peers and
the instructor. It would note weaknesses, gaps in content, the time involved, if the questions
were appropriate and a measure of the content as intended, the ease of use of materials, and
revisions to be made to improve the presentation of the information.

INSTRUCTIONAL DESIGN USING ADDIE

The summative evaluation is completed after the course has been presented. This process
is significant to the continuation of a course or further revision to ensure the outcomes are met by
the learners. It is completed by someone other than the instructor or the designer of the
instruction through observation or surveys.
The presentation with revisions from the discussion to follow ADDIE is included as a
separate attachment in the drop box for this assignment. I appreciated the opportunity to
compare what was done for the discussion and what needed to be added to follow ADDIE.

INSTRUCTIONAL DESIGN USING ADDIE

References
Bonnel, W. E., & Smith, K. V. (2010). Teaching technologies in nursing and the health
professions: Beyond simulation and online courses. New York: Springer Pub.

Mastrian, K. G., McGonigle, D., Mahan, W., & Bixler, B. (2011). Integrating technology in
nursing education: Tools for the knowledge era. Sudbury, Mass.: Jones and Bartlett
Publishers

Prime Medic Inc. 2014. Diagnosis & Evaluation of COPD. Retrieved from
https://www.youtube.com/watch?v=NICVVDHQBgs

Prime Medic Inc. 2014. Management and Treatment of COPD. Retrieved from
https://www.youtube.com/watch?v=9-ErVE--vjM

Prime Medic Inc. 2014. Understanding COPD. Retrieved from

https://www.youtube.com/watch?v=T1G9Rl65M-Q

Slideshow: A visual guide to COPD. Retrieved from

http://www.webmd.com/lung/copd/ss/slideshow-copd-overview

Snyder, S. R., Kivlehan, S. M., Collopy, K. T. (2015) COPD Exacerbation: What are the keys to
treating it in the prehospital setting? ESMWORLD.com, 54-60.