ADDIE Model applied to online training for guest teachers at an alternative school
By Koffi A. Gbenyo, Career Technical Education at Thurgood Marshall Learning Center (TMLC), & Yu-Ping Hsu, Western Illinois University
During the development process, all information was gathered from the school staff handbook such as school policy and regulation and as well as expectation related documents. The initial project was developed with Adobe Captivate because of its flexibility and opened source. The project is responsive. For this project, it did not include video clips or real time images because individuals’ privacy concerns. Images used in this project were selected from Adobe Stock.
Brown, A. H., & Green, T. D. (2020). The essentials of instructional design: Connecting fundamental principles with process and practice (4th ed.). New York, NY: Routledge.
CTE curriculum. Illinois State Board of Education. https://www.isbe.net/Pages/cte-curriculum.aspx.
Dirksen, J. (2016). Design for how people learn (2nd ed.). Indianapolis, IN: New Riders.
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: JOHN WILEY & Sons.
Koffi A. Gbenyo holds a master’s degree in Instructional Design and Technology from Western Illinois University. Currently, he is a CTE educator at Thurgood Marshall Learning Center (TMLC) which is an alternative school in the Rock Island Milan School District, IL. He likes to pursue opportunities of joining non-profit organization and develops multimedia education materials for developing countries.
Dr. Hsu's email is y-hsu@wiu.edu.
Introduction
This is a new instructional material that is designed for new teachers and guest teacher acclimation at Thurgood Marshall Learning Center (TMLC), which is an alternative school in the Rock Island Milan School District, IL. Safety is the top priority, and the center works as one unit, including students to make sure everyone is safe.
The center has a building management team, which is in charge of maintaining the integrity of the building especially when guest teachers are needed. When they come to the building, it is necessary for them to understand that the alternative procedures are different from a regular educational setting.
This project designed an online training manual educating guest teachers about how certain behaviors are managed, the building behavioral matrix, and general classroom procedure. This also includes instruction about the use of radios, transition time, call for interventions, and more.
Purpose
The intended purpose of this project is to reduce what may seem like substitute teacher negligence. First, it will introduce the target audience to our building expectation and safety policy. Second, it will prepare them for our daily activities. Lastly, the project will give guest teachers the flexibility to learn more about all our safety aspects. The designed project will be accessible to them on any devices because guest teachers will be required to take a knowledge check a day before they report to the building. Instruction will be updated regularly to make sure that guest teacher is aware of any situation that may call for attention.
Deliverable condition
The design process was completed. All information was gathered from several school policy documents. The first layout was made with PowerPoint before the initial project was competed with Adobe Captivate. This project is for TMLC staff (guest teachers) so the welcome page included the building picture for the background image. The color scheme was same as TMLC’s main colors (see Figure 1). This project included topic menus in objectives page because staffs and guest teachers could select the topic they wanted to learn in objective page. Figure 2 below was the objective page. This project had questions page. This page allowed staffs or guest teachers browse answer for some common questions and provided contact information. They could click on icons to see contact information (see Figure 3).
Figure 1. Welcome Page
Figure 2. Objectives Page
Figure 3. Feedback Page
ADDIE process
This project used the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model. ADDIE is an instructional design model. The analytical process with a scientific approach that enables instructional designers in the decision-making process. A sequential guide used to design instruction that enable learner achieve the goals (Smith & Ragan, 2005).
Analyze.
Conducting a formal needs analysis for this project was not necessary because it is an extension of previous work. There is a hard copy of a staff handbook that was given to guests when come to the building. The goal of this project is to update its contents and make it accessible for the target audience on all electronic devices. Together with the Building Leadership Team and the principal, an assessment item was designed in a Google form. It was sent to all substitute teachers and guest speakers that come to Thurgood Marshall Learning Center building. The data was collected to proceed to the task analysis.
Design.
The next step was the designing stage. The building has a staff handbook that contains helpful information that was a reference to map out the process. A first draft was produced and sent to the committee. The handbook also helped to make contents. All content would be SCORM compliant and compatible with HTML5 and the existing LMS (learning management system).
Develop.
Implementation.
The project was also published in HTML5 due to its flexibility and compatibility as an open source and free that runs natively in the web browser. The finished product was uploaded in the district LMS as part of a single course in Google Classroom (See Appendix D). The project will be fully launched next school year, and all guest teachers and speakers will be required to take the course before they report to work. The course will be accessible and regularly updated to include daily incidents.
Evaluation.
When the project was completed and partially launched, the last step of the ADDIE process was evaluation (Smith & Ragan, 2005). For this project, the evaluation process was conducted by Subject Matter Experts (SME) such as our principal and other members of the district. There was positive feedback from teachers and the need for minor revisions in certain areas.
Achieved outcomes and improvements
This project was designed as a solution for something that seems like guest teacher’s negligence. After the implementation of the project, many guest teachers that substitute in our school building are confident in their position and able to justify their decisions. They are able to identify expected and unexpected behavior before it gets out of control. They feel safer and more welcome when they report to the building. The summative assessment data have been valuable to the improvement of the project. Based on the feedback and data collected, this project will make more changes by including a mini map or a 360 video of the interior of the building.
In the future this project will include in the project a welcome video of the principal and student. For future improvements, this project can be extended and incorporated a drop box for each teacher to drop a lesson plan the day the leave absence is submitted. This also facilitates the substitute teacher duty on site. The guest teacher can view the lesson a day before he or she reports to the building and also has the opportunity to ask for clarification if it is needed. This project can also add a suggestion box where guest teachers can be more involved by sharing their thoughts and concerns.
References
Brown, A. H., & Green, T. D. (2020). The essentials of instructional design: Connecting fundamental principles with process and practice (4th ed.). New York, NY: Routledge.
CTE curriculum. Illinois State Board of Education. https://www.isbe.net/Pages/cte-curriculum.aspx.
Dirksen, J. (2016). Design for how people learn (2nd ed.). Indianapolis, IN: New Riders.
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: JOHN WILEY & Sons.
About the Authors
Koffi A. Gbenyo holds a master’s degree in Instructional Design and Technology from Western Illinois University. Currently, he is a CTE educator at Thurgood Marshall Learning Center (TMLC) which is an alternative school in the Rock Island Milan School District, IL. He likes to pursue opportunities of joining non-profit organization and develops multimedia education materials for developing countries.
His email is KA-Gbenyo@wiu.edu.
Yu-Ping Hsu is an assistant professor of the IDT program in the department of Engineering Technology at Western Illinois University. Her research interest is in the area of user interaction design approaches to learning that emphasize multimedia, collaboration, emotional responses, information visualization, universal design and accessibility design.
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