ADDIE model was developed during the 1970s as an instructional design framework for the US army for its military training. While it fundamentally guides the design of learning, its drawback constantly involves the time taken to develop. When we look into a fast paced the world that is changing so rapidly, with technology displacing each other in a blink of an eye. Are new approaches such as SAM and rapid application development applicable to new business practice.
We would be considering new approaches to designing how our curriculum will look like. At times, there are implications of a cost incurred for training. We speak to many stakeholders and most of the concern is about getting the process across and to minimize the error caused by lack of knowledge to handle certain areas.
Sequencing of content
The sequencing of contents is usually guided by the learner’s needs and requirements. A great designer will take into considerations the mix and match of instructional approaches during the analysis and design phase. That takes into consideration that certain approaches can help to scaffold knowledge when a learner is new to a subject, or it may help learners critically think of a problem that they been facing for a period of time and use approaches such as problem-based learning to address and solve a related problem in hand. It also takes into consideration aspects such as simple to complex contents and relevance. There are also considerations such as learners who have a short attention span that may require learning designers to sequence the important contents in front and the optional ones behind.
Relevance of content
There is a load of contents and resources available online. They are so reachable within efficient search engines such as Google. Relevance of content reminds us that whatever placed on the learning resource must relate to the learner. Carefully designed content allows learners to not only understand the content but relate it to the real world, where skills and knowledge become applicable to them. Topics in a textbook are now more subjective and are used as a foundation for a new generation to understand its strengths and limitations.
Implementation of content
In the recent years, the keyword ‘BYOD’ has been dominant and we have colleges who are heavily embracing the use of BYOD. A survey by Educause suggests that over 85% of students purchase and use a laptop for academic purposes. According to a CTools survey conducted by Information Technology Services & USE Lab University of Michigan, the computer expertise of both faculty members and students are over 80%. It shows not only the need for Information and communication technology to be embedded into a curriculum and its content, it also means that colleges must be prepared to embrace more BYOD into a curriculum. There is also a need for content to fit into a variety of devices in the market.Network and security companies such as CISCO are working towards providing and hardening security for colleges and other relevant sectors.
CTools – https://ctools.umich.edu/portal/site/!gateway/page/d73c5aac-2fc3-48a0-802b-bff1e3cd031f
Use of Laptops in the Classroom: Research and Best Practices -http://www.eos.ncsu.edu/soc/laptops/why_laptops