Module+2+ADDIE+and+UBD

=**Comparing and Contrasting the ADDIE Model and UBD (Understanding By Design)**= Please enter your name in each cell when you add a contribution. You must add an entry to each of the columns.


 * IMPORTANT ** **Message:** please feel free to add more details to the categories already listed below and/or others. Add your own contribution using your own words and understanding -- so everyone can benefit.

uses a systems-based, project-management approach. (Kenton) || Step-by-step approaches, emphasis on analysis and reflection (Kenton) || A three-stage "backward design" concept for curriculum planning and design. (Kenton) || 1. 5 Stages 2. Each stage has an outcome to supports the next step 3. Use of a blueprint to help with organization and staying on-task, focusing on cognitive, affective and psychomotor objectives || __Roshel Salvador__ 1. Incorporates the importance of instruction, evaluation and end results 2. The importance of feedback to help facilitate understanding, not just rote memorization 3. Focus on students' facilitating understanding and applying new knowledge || __Roshel Salvador__ 1.Backwards design- beginning with what students should be able to do by the end of the unit. 2. When dealing with //Instruction// it incorporates the **WHERETO** framework within this design || ADDIE has 5 stages simplified ISD Model Builds step by step Instruction based on what you want learners to be able to do || __Alise Benzie__ Both are based on what you want students to be able to do Both evaluate Both can be used with students both use careful planning and reflection || __Alise Benzie__ Reversed design 3 stages little support Based on what you want learners to be able to do || -5 phases -Looks first for gaps or what knowledge learners need to know to support outcomes -looks at surveys, student work, test scores and observation to determine the instructional content -creates a blue print to guide decisions about objectives and units of instruction, instructional strategies, activities and sequence of instruction -develops the materials for instruction and then Implements instruction and evaluates Assessments are planned in conjunction with instructional strategies -uses formative assessments to guide planning and restructuring -Uses multiple assessments to determine if outcomes are reached || Frances Palmateer both start from what should students know or be able to do both use different kinds of assessments (objective and performance) both ask for careful planning throughout || Frances Palmateer -3 phases -first identifies the results you want -looks at standards and benchmarks for determining instructional content -looks at the major ideas and pertinent questions to be answered by the standards for motivation -determines what is acceptable evidence of learning outcomes Assessment type based on the type of acceptable evidence Assessments are planned before instructional strategies and activities || - The ADDIE model is used primarily in military and industrial settings rather than primary/secondary education. -The ADDIE model seems to be much more specific and detailed in its required steps (5 main steps, with sub-steps) -ADDIE, because it is more involved and has such specific steps, is usually designed and implemented by a team of individuals, possibly some kind of committee. || __Andy Hughes__ - Both approaches begin with learning objectives or goals in mind. -Both approaches rely on formative assessments to provide feedback for lesson refinement. -They both provide structure to the learning, so that teachers don't find themselves wandering through a textbook and hoping the students learn all the important stuff. || __Andy Hughes__ - The UBD model is used mainly in primary/secondary education. -UBD starts by creating a valid assessment that will provide evidence of the learning. -UBD is usually put together and implemented by an individual teacher, given its more simplistic nature. || -Teacher takes on role of facilitator -With the implementation stage, there seems to be an understanding that alterations will be necessary -Gives teachers the task of first designing their model before developing it, allowing for more consistency -Can be used in training and outside of the k-12 arena || __Aaron Hughes__ -Both approaches have many steps to their stages -Both can use standards and curriculum as a starting point -Practice in the form of formative assessments occurs in both -Both attempt to address learning problems, and common errors that are involved with instruction design || __Aaron Hughes__ -Addresses the need for being able to hook students and holding their interests -Evidence of learning has a focus on transfer -Focus is on k-12 learning -Backward design method develops the assessments first, and then follows through with the activities and demonstrations || - The five stages are Analysis, Design, Development, Implementation, and Evaluation. - The ADDIE process is a building process because each phase relies on the previous phase. - The process is used in training development process. It leads to producing effective training experiences. - Each phase of the ADDIE process has a specific outcome which is related to the overall goal of the project. || __LaToya Claiborne__ - ADDIE and UbD rely on feedback. Feedback drives instruction. - They both focus the teacher in on what is important in a lesson. - They both address learning problems and errors in two distinct ways. || __LaToya Claiborne__ - Understanding by Design model focuses on students understanding and applying knowledge - Backwards model keeps teachers focused on what is important for students to know - UbD creates problem solvers. - UbD backwards design based on 3 phases: 1) identify desired results, 2) determine acceptable evidence, 3) plan learning experience. || 5 phases ...analysis...design...development... implementation...evaluation Can be used in places other than the classroom Looks at what learners need to gain Step by step process that builds on previous steps || Sarah Smith steps have sets of steps to follow Both look at what the learner needs to gain Assessments are present in both || Sarah Smith 3 stages In the classroom use Backward design ...I'd the results...evidence needed...theplan for learners ||
 * < Unique Elements of ADDIE ||< **Similarities of Both Models** ||< **Unique Elements of UBD** ||
 * A teaching and learning blueprint that
 * __ Rita Prokopetz __
 * 1) Simplified ISD model
 * 2) Generic process
 * 3) Traditionally used in military and industrial setting
 * 4) Five phases
 * 5) Involves detailed planning
 * 6) Developed by team
 * 7) Implemented by facilitator
 * 8) Audience: large group of people with pre-determined knowledge || __ Rita Prokopetz __
 * 9) ISD models/methods
 * 10) Consider desired end result in planning stages
 * 11) Plan: mastery evidence
 * 12) Develop: structured lesson for the achievement of that mastery
 * 13) involves some form of support to a lesser or greater degree
 * 14) developed by professionals
 * 15) implemented by professionals
 * Can stand alone
 * Can be mixed
 * Must be considered as a roadmap in planning and instruction
 * Will force educator to establish learning goals
 * Will assist educator in pursuing these goals
 * Will enable educators to decide the proper tools that will cause desired learning results || __ Rita Prokopetz __
 * 1) Framework – backwards design
 * 2) Process begins at the end
 * 3) Currently being used in elementary and secondary school systems
 * 4) Three stages
 * 5) Involves minimal support
 * 6) developed by educator
 * 7) implemented by educator
 * 8) Audience: smaller groups (not required to have same knowledge) ||
 * __Roshel Salvador__
 * __Cari Vanderheyden__
 * 5 stage instructional design system
 * Starts with definition of the instructional problem - where is the gap in student knowledge?
 * Analysis of needs, content, and tasks begins the process
 * Specifically lays out a 'testing' phase before actual implementation
 * Could be implemented in business training setting || __Cari Vanderheyden__
 * Both an ISD system/method
 * Both instructional systems include a form of evaluating how/if students have learned the chosen objectives
 * Both include the development of materials which are strategically aligned with the 'learning targets' and objectives of the course
 * Both can work as ISD systems used as a standalone capacity within the classroom
 * Both use desired outcomes as part of their model
 * Both use careful planning of student experiences || __Cari Vanderheyden__
 * 3 stage instructional design system
 * 6 facets used to demonstrate student understanding
 * Starts with identifying the desired results - what should students know/perform? (backward design)
 * Not meant for education and business training ||
 * __Alise Benzie__
 * Frances Palmateer
 * __Andy Hughes__
 * __Aaron Hughes__
 * __LaToya Claiborne__
 * Sarah Smith
 * __Kyle McKay__
 * Generic simplified ISD model
 * First step of design is based on determining the avenue that will be taken to reach the intended objective
 * Reflective process
 * Requires the collaboration of several team members
 * Each phase requires the building blocks of the previous phases
 * Has application use outside of the classroom || __Kyle McKay__
 * Both provide an in-depth framework for addressing instructional errors that can occur when planning
 * Both identify desired outcomes, continual development of instruction
 * Both rely on research based principles
 * Both rely on research for ongoing improvement
 * Both rely on feedback to inform students of their progress || __Kyle McKay__
 * Pays attention to students being able to transfer their knowledge into new problems
 * Backwards design starts with assessments and then planning for activities
 * Not a program with a scripted focus
 * Draws heavily from cognitive psychology
 * Key factor focuses on application of knowledge
 * Provides research on technology, higher-order thinking, math and higher education ||
 * __Gib Lucas__ || __Gib Lucas__ || __Gib Lucas __ ||
 * The ADDIE model is a systematic instructional design model consisting of five phases; analysis, design, development, implementation, and evaluation || Both use formative and summative assessments || The model consists of three stages: identify desired results, determine acceptable evidence, and plan learning experiences and instruction ||
 * Asks “what do students know?” || Both promote higher order thinking skills || Asks "What should students know" ||
 * Uses six stages if formative Evaluation: Evaluation Goal Specification, Preparation, Data Collection, Data Analysis, Revision, and Recycling. || Both require educators to "work smarter" by collaborating on design, sharing, and critique. || Uses six facets of understanding: Explantion, Interpretation, Application, Perspective, Empathy, and Self-Knowledge. ||