The Beginning, Middle, and End

The Beginning, Middle, and End 

If you have a background in education, then chapter 5 will sound a little familiar, because the development stage of the ADDIE model is similar to creating a lesson plan. Both a lesson plan and the development stage require an outline to provide structure and organization, implementation of pre-activities as a way to capture the attention of learners, and post-activities to support retention. Chapter 5 emphasizes the beginning, middle, and end of the development stage, and also provides types of activities that can be executed. 

The Beginning of Development: 

        One of the first things that an instructional designer needs to do before moving forward is select an outline. The purpose of an outline is the provide organization and structure to both the designer and facilitator, which sometimes could be the designer. There are three different outlines that an instructional designer can select from, and there is no right or wrong answer when it comes to which outline is the most effective. An instructional designer can select a Two-Column Format, Three- Column Format, or a Four - Column Format (Piskurich, 2015). The format selected by the instructional designer will depend on how much structure and information the facilitator is needing. 

    One might be wondering why an outline is important, well, imagine getting furniture with no instructions on how to assemble it, one would be confused and become frustrated. Similarly, if provided no outline or instructions the facilitator will not know what to teach or how to teach the objectives, which can lead to frustration and unsuccessful training. Figure 1.1 - 1.3 depict the different outlines available for selection. 


Figure 1.1: Two-Column Format


Figure 1.2: Three-Column Format





Figure 1.3: Four-Column Format

    Many of us have experienced icebreakers and know that feeling of "are you kidding me?" The author discusses though why activities such as icebreakers are important. The purpose of activities such as icebreakers is to create community, to create a sense of comfortableness, and to get learners engaged before the training or lesson begins. After selecting which outline an instructional designer wants to implement, the next step is selecting a pre-activity (Piskurich, 2015). The author provides a sufficient amount of activities that one can implement, and one might find the activities provided to be a good resource to look back on. Not every icebreaker needs to have learners state two facts about themselves, there are a variety of icebreakers that an instructional designer can implement that are fun and engaging for learners and the facilitator. 

The Middle of Development: 

        Now the outline and the pre-activity have been selected, it is now time to determine the activities that will be put in place to keep learners engaged and allow them to apply what they are learning. The author provides many activities that instructional designers may implement in their lessons. The most important thing to keep in mind is whichever activity you select, whether it's one the author provided or one you found on your own, that the activity is meaningful and enhances the learning. 

The End of Development: 

   After training, learners should be provided opportunities to showcase their newly acquired skills and/or knowledge through meaningful activities. One way to achieve this is through the implementation of post-activities. Post-activities could be done directly following the conclusion of the training or even a couple days after the training, and just as pre-activities need to be meaningful, so do post-activities.       According to Piskurich (2015), the most effective post-activities are the ones that involve the supervisor of the trainee(s). 

Media Implementation 

   Through my instructional design project, there are a sufficient amount of activities and materials that I want to incorporate. To ensure that learners can apply their knowledge through meaningful activities, I want to integrate case scenarios that will allow teachers to discuss with each other what they would do or how they'd respond if the case scenario happened to them. I also would like to provide data for teachers to analyze and determine how they would go about teaching small groups with the data presented to them. Finally, I would like to use Canva to display important information and instructions. Through these different types of media, I believe that my training can be successful. 


Resources: 

George M. Piskurich. (2015). Rapid Instructional Design: Learning ID Fast and Right: Vol. Third edition. Wiley.



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