A Comparative Study of the ADDIE Instructional Design Model in Distance Education

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This post is provided by guest blogger, Arshpreet K Thind, graduate student University of St. Francis, MS Training and Development Program.

A study investigated the usefulness of the ADDIE instructional design model in online education. Researchers analyzed 58 articles on applying ADDIE in distance learning environments. Their findings showed the ADDIE model to be effective across various online educational settings, with a preference for asynchronous learning (without real-time interaction). The study also identified successful teaching practices within the ADDIE framework, such as using multimedia presentations, providing feedback, and encouraging interaction among learners. Overall, this research suggests that the ADDIE model remains a valuable tool for designing impactful online courses, particularly asynchronous ones.

This study’s reliance on a meta-analysis (analysis of existing research) offers a broad perspective, but the quality of the 58 articles included is unclear. While the ADDIE model’s effectiveness is supported, the focus on asynchronous learning might limit its generalizability.

Despite these limitations, the resource is valuable for educators considering the ADDIE model for online courses, especially asynchronous ones.  Instructors and instructional designers interested in incorporating multimedia, feedback, and interaction would also find this information useful.

Reference:

Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE Instructional Design Model in distance education. Information, 13(9), 402. https://doi.org/10.3390/info13090402

Is Tech Friend or Foe in Healthcare?

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This post is provided by guest blogger, Michelle Edwards, graduate student University of St. Francis, MS Training and Development program.

Current and future technologies are impacting healthcare. In particular, this article focused on the computerized patient order entry (CPOE) programs. This process is used by clinicians to enter and send treatment instructions electronically through a CPOE application; previously this was done by paper. These applications were created in hopes to improve patient safety to help alleviate wrong- dosing, wrong medication, wrong route and wrong delivery.

The article explains how there remains many flaws with these applications from many programs not having the ability to recognize an incorrect entry by a clinician. (E.g.) An error in the keystroke such as future dating for a year away, there should flag that alerts the clinician requiring them to verify for things like this. The article mentioned a pharmacist set a medication start date for a year away instead of the next morning these things could not only cause a delay a care but could lead up to and include an untimely death. Alarm and alert fatigue, currently clinicians override the system alerts and although only about 10% were incorrectly overridden, when we speak in term of patient lives even 1% is too many. These errors can impact patient outcomes tremendously. 

The author mentioned AI being introduced into healthcare and how this will present challenges; AI tends to learn behaviors this could lead to the AI making decisions without the clinician being involved, as a clinician in healthcare myself this sounds so scary. I will say from the overall tone of the article technology has brought us so far but truly we have so far to go and still face many challenges that we need to explore with current technologies and the future technologies on the rise and to stay on top of these things. I will personally say that within the next 3 years there will be new jobs in healthcare that will deal with these exact issues. 

Reference

 Holmgren, J., McBride, S., Gale, B, & Mossburg, S. (2023, March 29). Technology as a tool for improving patient safety. Patient Safety Network. Retrieved from: https://psnet.ahrq.gov/perspective/technology-tool-improving-patient-safety#:~:text=Introduction,cost%20across%20all%20healthcare%20settings. 

Technology of deep brain stimulation: current status and future directions

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This post is provided by guest blogger, Arshpreet K Thind, graduate student University of St. Francis, MS Training and Development Program.

In this article, the author talks about the deep brain stimulation. Deep brain stimulation (DBS) is a surgical procedure that uses implanted electrodes to deliver electrical signals to specific parts of the brain. It’s a common treatment for movement disorders like Parkinson’s disease and tremor. The technology behind DBS has been around for a while, but recent advances are making it more effective and adaptable. For example, new electrodes can target specific areas of the brain more precisely, and closed-loop systems can adjust stimulation automatically based on brain activity. These advancements are expected to improve the benefits of DBS for patients while reducing side effects. Additionally, future DBS systems might be wirelessly controlled by doctors, but this raises security concerns that need to be addressed.

A more critical analysis would acknowledge the inherent risks of brain surgery and potential side effects of stimulation. This review article, offers a credible source for understanding DBS technology’s evolution. While valuable for healthcare professionals and researchers due to its in-depth exploration of technical advancements, it lacks mention of risks, limitations, and broader ethical concerns. Patients seeking general DBS information might benefit more from a source discussing these aspects alongside the positive developments.

Reference:

Krauss, J. K., Lipsman, N., Aziz, T., Boutet, A., Brown, P., Chang, J. W., Davidson, B., Grill, W. M., Hariz, M. I., Horn, A., Schulder, M., Mammis, A., Tass, P. A., Volkmann, J., & Lozano, A. M. (2020). Technology of deep brain stimulation: current status and future directions. Nature Reviews. Neurology, 17(2), 75–87. https://doi.org/10.1038/s41582-020-00426-z

Empower Your Workplace: E-Learning Enhances Training and Development

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This post is provided by guest blogger, Erica LoBurgio, graduate student University of St. Francis, MS Training and Development Program.

In this article “The use of e-learning Course Management Systems to support learning strategies and to improve self-regulated learning,” authored by Y. Vovides, S. Sanchez-Alonso, V. Mitropoulou, and G. Nickmans, published in 2007 in the “Educational Journal Review,” studies how e-learning platforms are capable of improving educational capabilities by supporting numerous learning strategies as well as adopting self-determined and well-prepared learning. The effectiveness of course management systems (CMS) is studied in facilitating custom-made and personal to one’s self-learning paths, encouraging student engagement, and redefining academic outcomes by empowering learners to harness their own educational goals in self-monitoring, self-assessment, as well as goal setting.

The many approaches and insights that are used in this article can improve many areas of need in a company training and development programs. These improvements can be made by the information provided on performance tracking, increased engagement, personalized learning, enhanced employee training, and cost effectiveness – all discussed in depth in the article. All the approaches considered would lead a company into a more trained, capable, competent, and effective workplace environment.

Reference: Vovides, Y., Sanchez-Alonso, S., Mitropoulou, V., & Nickmans, G. (2007). The use of e-learning Course Management Systems to support learning strategies and to improve self-regulated learning. Educational Research Review, 2(1), 64-74. https://doi.org/10.1016/j.edurev.2007.02.004

Taming the AI Beast!

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This post is provided by your genial guest blogger, Daniel Liestman, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Rather than fretting about AI taking your job, Boysen (2024) suggests using AI to enhance your job. AI algorithms can analyze data on colleague’s performance, preferences, and progress to generate customized content and exercises. Opportunities include personalizing learning paths.  Adaptive learning platforms dynamically adjust the content based on learner responses.   With its ability to sort through swaths of information, AI can curate content.  Wanna play a game? AI can help.  AI predictive analytics can preemptively identify skills gaps.  Chatbots provide learners with a guide on the side in their learning experience. AI also offers ongoing training rather than periodic sessions.

Boysen (2024) offers some not yet realized possibilities for T&D AI in the not-too-distant future.  Her suggestions are thusly anything but reassuring.  Each of these applications are tasks AI can do quicker and probably better than mere mortals.  Frankly, I wonder if T&D will even be needed as AI can perform duties in which we train learners. The truth tends to lie somewhere between the idea that the status quo will prevail, and the dark dystopian predictions of displaced humans rendered useless by AI.  As long as AI is subject to our direction, things should be fine…shouldn’t they?

 Boysen, S. (2024, January 5). Harnessing the power of AI in training and development. ATD. https://www.td.org/atd-blog/harnessing-the-power-of-ai-in-training-and-development

Ask not what AI is going to do to you, but what you are going to do with AI.

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This post is provided to you by genial and gracious guest blogger, Daniel Liestman, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Before seeking to incorporate AI into training, one must first consider how to engage with AI in the design process itself.  AI can assist in conducting and assessing the learning needs analysis.   AI can create eLearning course outlines as well as build content. AI can also assist in writing introductions, crafting transitions, or crafting conclusions.  AI can also generate Level 1 and 2 activities and quizzes.  AI generated visuals can also be quite engaging!  Beyond design, AI can evaluate instructional design content.  AI to stays current with the latest trends in instructional design.

Most TD blogs on AI consider incorporating it into training. This blog realizes this is not the goal.  Numerous examples are offered which will make the most of free AI sites and tools.  This blog is iterative and provides important background information from previous entries to make for a more complete learning experience.  At the same time, none of these tools are fool proof.  Chat GPT3.5 is offered as a tool for summarizing a discussion and acknowledges some light proof-reading may be needed.  Light-proofing—HA!  Last time I tried it to summarize, I got nonsense reduced to gibberish. 

Proceed with caution.

Robertson, D. (2024). Improve your instructional design workflow with these 8 practical AI tool uses. Neovation. https://www.neovation.com/learn/87-8-practical-ai-tool-uses-for-your-instructional-design-workflow

Implementation of Technology in Education

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This post is provided by guest blogger, Cody Stock, graduate student University of St. Francis, MS Training and Development program.

Technology takes down the walls of the classroom and enables students to access information in ways they otherwise could not. With so much technology, how is it effectively integrated into education? In a recent article, Shazmeen Mengal (2023), provides steps to effectively implement technology into education environments. These steps offer guidance on using and integrating new technology seamlessly, while assessing which tools align to the classroom needs and personalizing the learning experience to the specific audience. The author concludes that the success of technology integration requires a planned approach and using that technology as a tool to enhance the educational experience.

I recommend this article for anyone who works in education and is looking to implement new technology into their online classroom. The step-by-step guide provides useful insights by asking questions to ensure that the technology being chosen aligns with the objectives and curriculum in mind. These steps also keep the classroom needs front of mind by asking what is trying to be achieved with this implementation. These steps of technology integration are briefly described and are a great starting point for anyone looking to improve their online classroom environment.

Reference:

Mengal, Shazmeen. (2023, September). How technology has changed the education system.

Retrieved from: https://www.linkedin.com/pulse/how-technology-has-changed-education-system-shazmeen-mengal/

Interactive Learning Tools That Won’t Break Your Budget

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This post is provided by guest blogger, Brianna Richardson, graduate student University of St. Francis, MS Training and Development program.

The most effective eLearning courses utilize interactive components to drive engagement. However, training budgets may not always allow for the purchase of new technology. “15 Free Interactive eLearning Tools” by Hannah Malmstrom (2022) provides a list of interactive tools that won’t break the budget for trial and pilot adoption. The author provides a comprehensive review of a variety of platforms that can be used to increase engagement in online courses. Each review includes criteria such as highlights, best use, and cost. The tools named offer features that are in alignment with current eLearning trends like microlearning, social learning, and collaboration.


I recommend this article for instructors that are researching different learning management systems to help boost engagement in their online courses. The list of 15 free tools features a variety of platforms that creates a comparison view and allows the reader to identify those to research further. The solutions offer ways for learners to interact using quizzes, games, and progress reporting. Malmstrom (2022) goes the extra mile and even highlights who the best audience is for some of the tools. This allows the person researching to focus their attention on the features and audience that would best suit their need.

Reference

Malstrom, H. (2022, January 10). 15 free interactive eLearning tools. EdApp Microlearning. https://www.edapp.com/blog/10-interactive-elearning-tools/

Starting Up Online Medical Education?

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This post is provided by guest blogger, Tricia Padgurskis, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Are medical schools using quality assurance guidelines to develop their online curriculum? If you were tasked to setup a new online medical education program, would you know how to start?

In the peer-reviewed, BMC Medical Education Journal, Wasfy et. al. (2021) felt there are gaps in the quality standards of online curriculum among medical schools.  They set out to create a list of criteria for best practice in online learning in medical education.  The criteria was based on the data collected from focus groups of novice and expert faculty in online higher medical education.  In this article, the authors list important guided questions to consider when developing online education, including: governance, administration, academic council, faculty and student online training needs, organizational capacity, resources, bylaws, course delivery, course design, learning assessment and human resource needs.  The list provides a nice overview of eLearning management considerations for most curriculum in higher education. However, future application of this tool still need to be studied.

If you need to take a closer look at your college’s online curriculum quality, I highly recommend reading this guide for evaluation of online learning in medical education. 

Reference:

Wasfy, N. F., Abouzeid, E., Nasser, A. A., Ahmed, S. A., Youssry, I., Hegazy, N. N., Shehata, M. H. K., Kamal, D., Atwa, H. (2021, June 10). A guide for evaluation of online learning in medical education: A qualitative reflective analysis. BMC Medical Education. BioMed Central. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02752-2

(L)earning (M)ade (S)upportive Through LMS Data 

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This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

In this article, researchers from the University of Queensland in Australia analyzed whether LMS data is useful in understanding learners and their needs. Video based learning management systems were assessed by monitoring how many times a student clicked on a video and the amount of time that video played. Exam results were also reviewed to determine whether LMS data can assist student learning. First, it revealed students’ preferences for learning. Additionally, students can reference back information or work on their own time. They also revealed that shorter videos and content receive the best results when instructing through this LMS. 

This source is helpful for organizations who are deciding what factors to assess in their LMS to support student learning. If individuals adopt this form of analysis to support learning, it is important that they carefully choose the best LMS features to assess. This will avoid limitations in data. For instance, it’s important to consider how engaged students are when watching a video. Therefore, the number of times clicked on a video may not necessarily correlate to whether the viewer is actively paying attention to the video to assist in their learning. 

Reference 

Maloney, S., Axelsen, M., Galligan, L., Turner, J., Redmond, P., Brown, A., Basson, M., & Lawrence, J. (2022). Using LMS log data to explore student engagement with coursework videos. Online Learning, 26(4), 399–423.