Iteration in the ADDIE Model - Post-design and Implementation

The ADDIE model stands for Analyze, Design, Develop, Implement, and Evaluate. This is a reflection on how we intend to incorporate audience feedback for a course design project to continue the iterative cycle of the ADDIE model.

Our project is to reimagine and redesign the Field Studies in HPL. More specifically, we identified key aspects of the field studies that could be improved upon based on feedback from multiple stakeholders including TFs, students, and the HPL learning design team. We identified three aspects of the field studies that could be improved: interactivity, structure and on-boarding of learners to field studies, and how we can scaffold learners to reflect and build connections to learning concepts to the field studies.

The final deliverables consisted of three parts with each aligning to one aspect we identified in our analysis stage: non-linear dashboard mock-up in Figma, embedded interactivity elements in Articulate 360, and reflection questions throughout the course mock-up.

The Situation

After 8 weeks of analysis, brainstorming, and designing aspects of the field studies in the HPL course, we displayed our deliverables at a Gallery Walk for the course. The Gallery Walk was a chance for the class to share their projects and invite those not in the course to play and provide feedback on their prototypes.

We had several people come to our table (of which we presented via slideshow what we did (see Prototypes page) and had two laptops for our audience to play and interact with the prototypes we built in Figma and Articulate 360. We had learning designers, Teaching Fellows, and students come to our table to play and provide feedback. Below I will present what feedback was given and how our group plans to incorporate the feedback.

Feedback Themes

Like mentioned above, we had a good combination of students, learning designers and Teaching Fellows who provided feedback on our project deliverables. One of the first things that stood out to me in terms of feedback was the positive reaction to the overall aesthetics of the redesigned mock-up. To most of our audience, HPL and the field studies were not unfamiliar.

The non-linear dashboard was something fresh to our audience but some question about what if they don't know where to start? This is great feedback as our group also thought of this concern and created a video with suggested pathway to completing the course module. We realized during the Gallery Walk that this the suggested pathway could be made more visible or easy to access in the beginning.

I like how there is less text on the screen. As an international student, when I see long blocks of text like in the original HPL field study, I am not very motivated to read all of it.

Students pointed out that they see a big difference in the amount of text between the reimagined version and the original. Students tell us that the original version was a bit intimidating as there were large blocks of texts which can be challenging to international students in particular to digest. Our version condensed the text by making use of the visuals and interactive components Articulate 360 offers to direct learners' eyes to better understand the information (particularly graphs and tables). We pasted compare and contrast graphs side-by-side instead of having it one on top of the other like in the original which students found to be helpful. Overall, the increase of interactivity, like check-in questions that do not count for grades received positive feedback from all stakeholders as it was an opportuntity to self-check learner understanding and create space for active learning.

Reflection --- Connection

We also received a lot of positive feedback for the reflection questions we developed and embedded directly in the field study pages. We offer learners a chance to connect and relate ideas so that they can start building their own mental representations. This follows the cognitivist framework. Our audience found the reflection questions to be helpful ways of checking their understanding as well as keeping track of their growth over time. One of the comments we received the most from students was that in the original field study, there was so much information that they did not even know where to start. The reflection questions offers a starting point for students to start seeing connections between the learning sequences (learning theories taught) and the field studies in which problems of practice are presented.

Conclusion

Based on the feedback we received, we were thrilled to find generally positive feedback after our audience interacted with the new interfaces and interactivities. There are still places in which we need to clarify the interaction for the users. That will be our primary goal and iteration for the final submission.