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ADDIE Flashcards

1
Q

Where is the ADDIE process detailed?

A

FOCECOM SOP Vol. 5

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2
Q

What does ADDIE stand for?

A

Analysis, design, Development, Implementation, Evaluation

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3
Q

What are the different types of learners?

A

Kinesthetic, Visual, Auditory

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4
Q

What questions do you ask in the ADDIE process to identify the end goal?

A

Used to determine the following:
i. Who does the task under what conditions
ii. What task should be trained
iii. What tasks should they already know

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5
Q

What are the 6 types of analysis?

A

Front End (FEA)
Cost Benefit (CBA)
Strategic Needs (SNA)
Occupational (OA)
Job Task (JTA)
Training Requirement

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6
Q

What is Front End Analysis (FEA)?

A

NEW job/equipment/policy
1. Two Types: NPP (new starts) and Diagnostics (workforce not performing as desired)

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7
Q

What is Cost Benefit (CBA)?

A

Measures cost vs benefit of different training interventions
1. Three Types: Cost Comparative (Several delivery options plus cost), Cost Benefit (Calculates cost and benefits and compares the results), and Return on Investment (Impact after implementation, must have monetary value for benefits)

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8
Q

What are Strategic Needs (SNA) analysis?

A

Current vs Desired conditions (How can we help achieve business goals more effectively. Identifying gaps to determine what part of the job does not add value to the job and CG) Marine Permitting Example

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9
Q

What is an Occupational (OA) analysis?

A

Rating review (snap shot of the ratings world of work. Used to validate/create/modify RPQs. PTC conducts all OAs)

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10
Q

What is Job Task Analysis (JTA)?

A

Turning JOB into a TASK (validates current curriculum and provides info about jobs/duties/outputs/tasks) Hook and Climb Example
1. Figures out if no training required, Job aids, OJT, or train to memory

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11
Q

What is Training Requirement Analysis?

A

Measures current work-site performance (compares what we already have to what we need so we can best meet needs in a cost effective manner) LMR BO Example

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12
Q

In the Analysis phase what is Task Detailing?

A

TASK is at least 2 steps, measurable, with a definite end goal
i. When do I perform the task?
ii. How is the task done?
iii. How do I know I’m complete?
iv. Task Detailing has you watch an AP/SME and break down tasks into steps

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13
Q

In the Determining Target Audience phase used in analysis?

A

i. Used to learn characteristics about the learner
ii. Collect information such as skills they have, language issues, and educational range.

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14
Q

What do Parameters and Constraints do in the Analysis portion?

A

i. Parameter: Given that will usually not change over the life of the course
ii. Constraint: limitation of time, money, equipment, or people that could change

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15
Q

What heppens in the Design phase of ADDIE?

A
  1. Design: (Creating Blueprints, TPOs, eval criteria, and Lesson Plans)
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16
Q

What are the parts of a TPO?

A
  1. Condition (Trigger and What can the student use)
  2. Performance (Output)
  3. Standards for evaluation (How well “Without error”)
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17
Q

What are the different types of Performance Objectives?

A
  1. Enabling Objectives (Prepares them to complete TPO)
  2. Terminal Performance Objective (What student will be able to do after training)
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18
Q

What are the 3 things that make up the Design phase?

A

Performance Objectives
Evaluation Criteria
Blueprints

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19
Q

What makes up the evaluation criteria in the Design phase?

A

Types of criteria
Evaluation Criteria Examples (STARR)

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20
Q

In the Evaluating Criteria phase if the Design portion of ADDIE, what types of evaluation criteria are there?

A
  1. Product (Product characteristics meet specified standard)
  2. Procedure (Steps, knowledge, and skill required for task completion)
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21
Q

In the Evaluating Criteria phase if the Design portion of ADDIE, what are the evaluation criteria examples?

A

ii. Evaluation Criteria examples: (SSTAR)
1. Safety
2. Security
3. Timing
4. Accuracy
5. Rate of production
NOTE This is where the TPO is modified for simulated conditions

22
Q

What parts make up the development stage of ADDIE?

A

a. Performance Test Checklist (FORCECOM SOP Vol 5, Ch 5.3):
b. Remediation:
c. Demonstration:
d. Practice:
e. Types of Instructional media:
f. Types of Instructional Strategy:
g. Instructional Media and Materials

23
Q

What is a PTC?

A

(Evaluation to show student can perform a task to the standard of the TPO)

24
Q

What makes up a PTC?

A

(TPO/Task analysis and detailing/constraints and parameters/evaluation criteria)

25
Q

i. What is remediation for?

A

(gap in learning transfer)

26
Q

ii. What is the purpose of a remediation plan?

A

(removes guess-work for instructors)

27
Q

iii. What are remediation examples?

A

(Redirection/Additional practice/Review of standards)

28
Q

In the development stage of ADDIE what do you do for demonstration?

A

i. Goal is to determine what strategies result in cost-effective and efficient instruction
ii. Active engagement in learning process
iii. Best used for procedural objectives
iv. Address common errors and multiple scenarios
v. Use relevant examples and clearly present logical steps

29
Q

In the development stage of ADDIE, what do you do for Practice?

A

i. Builds upon previous knowledge
ii. Prepares students for conditions of assessment
iii. Should be easy to difficult
iv. Feedback is given to encourage mastery
v. Scenario and Highest/practice level of sim is created

30
Q

What are different typs of instructional media?

A

i. Chart
ii. Whiteboard/Chalkboard
iii. Overhead/Projector
iv. Slides with or without audio
v. Audio Tapes
vi. Video
vii. Wall Chart
viii. Models/Mock-ups
ix. On-Line documents
x. Print

31
Q

What are the +/- of a Chart?

A

Professional, but cumbersome and hard to change

32
Q

What are the +/- of a Whiteboard/ Chalkboard?

A

Large, able to create with leaners, but handwriting could be messy and turns back to students.

33
Q

What are the +/- of an Overhead/ Projector?

A

Professional, syncs easy with verbal, but dim room lighting could hinder.

34
Q

What are the +/- of a Wall Chart?

A
  1. Professional, but cumbersome and hard to change
35
Q

What are the different types of Instructional Strategy?

A

i. Supplemental
ii. Leader lead
iii. Self-Directed
iv. Computer Based
v. Web Based
vi. OJT

36
Q

i. What is an Instructor Guide?

A

(Provides guidance on how to most efficiently deliver info to result in transfer of skills)

37
Q

ii. What information is in the IG?

A
  1. Cover Page
  2. About the course (class size, setting, length, location, security)
  3. ToC
  4. Course overview (contents, evaluations, safety, map)
  5. Unit Overview
  6. Lessons
38
Q

What are the IG development Factors?

A
  1. Should not be a replica of materials students are using
  2. Should be short or verbatim text (bullet style)
  3. No screen shots of PPT
39
Q

What are Student Materials?

A

Presents all infor nesescary to present the material.

40
Q

What are Student Materials?

A

Presents all info necessary to present the material.

41
Q

v. What is a teaching aid vs a teaching device?

A
  1. Teaching Aid: One of many media used to convey instruction
  2. Teaching Device: Central or only source of instruction available to student
42
Q

vi. What items make up student materials?

A
  1. Syllabus (Directs to locations in other media)
  2. Homework/workbook (supplemental to primary source)
  3. Lesson-by-lesson student guide

NOTE Student Guide will help bridge the gap from pre-requisite to new skills, and should not be cut and paste from textbooks or tech manuals

43
Q

vii. What is a job aid?

A

(Procedure guide used to shape or direct behavior. A “storage Place” for info other than human memory.)

44
Q

Why use Job Aids?

A
  1. More reliable than memory
  2. Storage place for procedural info
  3. Can be used to support behavior before training, train to mastery, or train to memory through repetition
  4. Development of a Job Aid is 3-4 times faster than developing materials and training to memory
  5. Job Aids can be revised faster.
45
Q

ix. What data is used to determine Job Aid use?

A
  1. Speed
  2. Barriers
  3. Frequency
  4. Consequences
  5. Complexity
  6. Change
  7. Policy

NOTE Section II of FORCECOM SOP Vol 4 details filter for Memory vs Job Aid

46
Q

x. What are examples of types of job aids?

A
  1. Cookbooks (Think recipe) SEQUENTIAL
  2. Worksheets (calculating amounts) SEQUENTIAL
  3. Decision Tables (If, Then) DECISION MAKING
  4. Algorithms (Are you male …..Yes  No ) DECISION MAKING
  5. Combination
    Sequential is in order (Assemble part A, then assemble part B)
    Decision making is discretionary (If it is red, do X. If it is blue, do Y)
47
Q

What happens in the Implementation phase?

A

(Checks structure flow and Timing)

48
Q

What are the steps for implementation? PP CAR DR FHC

A
  1. Plan (for instruction)
  2. Prepare (for instruction)
  3. Conduct (pilot)
  4. Analyze (results)
  5. Revise (instruction, if needed)
  6. Determine (if another pilot is needed)
  7. Report (findings)(LAST STEP TO MAKE CHANGES. This is where material is locked) REPORT IS TO KEY STAKEHOLDERS
  8. Finalize (materials)
  9. Handoff (material to school)
  10. Close (out project)
49
Q

b. What are the inputs to Implementation?

A

i. Instructional Material
ii. Draft CO
iii. Qualified Instructor
iv. Appropriate learning environment

50
Q

What are the outputs of implementation?

A

Course is ready to roll-out.

51
Q

What is the purpose of the evaluation phase?

A

NOTE Purpose of Evaluation phase is to see if the course doing what it was designed to do, Delivered as designed, and did the strategy work with instructors and students

MTS (4 decks)

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