Process

VILOs are developed based on the standard ADDIE model. ADDIE model is a generic and simplified instructional systems design (ISD) model. ADDIE is short for Analyze, Design, Develop, Implement, and Evaluate.

What is ADDIE?

"As defense machinery was becoming more and more sophisticated, the educational background of entry level soldiers was becoming lower and lower. The potential solution to this problem was in the form of a "systems approach" to training. The system selected for use by the Army was Instructional Systems Development (ISD), developed in 1975 by Florida State University. ISD is a comprehensive five phase process encompassing the entire training/educational environment. Although ISD is a systematic step-by-step approach, it has the flexibility to be used with both individualized and traditional instruction. It is however, specifically orientated towards the use of behavioral/performance objectives and criterion-referenced tests." -- Russell Watson (1981)

ADDIE

In the analysis phase, the instructional problem is clarified, the goals and objectives are established, and the learning environment and learner characteristics are identified. The design phase is where the intructional strategies are designed and media choices are made. In the development phase, materials are produced according to decisions made during the design phase. The implementation phase includes the testing of prototypes (with targeted audience), putting the product in full production, and training learners and instructors on how to use the product. The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage. Summative evaluation consists of tests for criterion-related referenced items and providing opportunities for feedback from the users.

Below is an overview of how Patricia Ley, Medical Assisting Adjunct faculty, developed one of the VILOs. Patricia Ley applied the ADDIE model to create VILOs for RN Medical Assisting faculty member, Deeann Knox. The subject matter involved performing a Subcutaneous Injection. Deaann learned about the VILOs through students from Patricia's Lab Techniques (MEA 219) class. "The students enthusiasm led me to explore this technology further," said Deeann. Deeann was excited about the potential of this technology in her courses, and approached Patricia for assistance developing VILOs for her Clinical course.

Analyze

First, Patricia observed Deeann's students performing a procedure in the lab in order to determine the specific learning goals and objectives. It was soon determined that students would truly benefit from a resource such as VILOs. Patricia reviewed the lab procedure, lab equipment, and other teaching materials. The next step involved talking to Deeann about how to achieve the maximum impact, based on her experience teaching the procedures.

Design

Patricia composed a story board which included a sequence of events and necessary equipment (audio/video/tools). Other key issues taken into consideration were lighting, sound, multiple camera angles, etc. The suitability of live versus narrated voice-over instruction was also discussed. A trial recording session was conducted and Patricia and Deeann opted for the live format. The need for an instructor-led versus a student-led performance of the procedure was discussed. As it was early in the semester, it was determined that an instructor-led format was more appropriate.

Develop

Patricia spent 30 minutes capturing the raw footage. The next step (and usually the most time-intensive) involved editing the video down to key sequences, adding highlights, editing audio/video, and adding interactivity. Patricia then met with Deeann to review the project before it was finalized. Deeann provided suggestions about editing, highlights, and other changes such as adding bookends, crediting faculty members, and so on. After the raw video was finalized, the video was rendered and produced in several formats such as M4V, Flash (FLV), QuickTime, and WMV to allow distribution in a variety of fashions. The immediate need for this particular course was to allow the students to view this on their personal computers. The VILOs were then distributed in the Flash (FLV) format through CDs.

Implement

Patricia delievered an adequate supply of CDs to Deeann, who distributed them to the students. Students were asked to preview the VILOs prior to the class. The VILOs was also viewed during class prior to the initial performance of the procedure. Students were then asked to perform a Subcutaneous Injection, then asked to review the procedure once again, prior to the Skills Competency Check.

Evaluate

Deeann noted an improved initial performance of the Subcutaneous Injection. Students appeared more confident and less apprehensive while performing this invasive procedure. There was a reduced need for repeated practice of the technique in order to achieve the required competancy in this skill. Deann also observed improved success in the performance of the Skills Competency Check.

Testimonials

"In addition to having ready reference videos of nursing procedures, the streaming video can alsoadd to the continuity of the nursing programs. When the faculty in thelab, in the classroom and in the clinical area all have access to the same procedure set, the students will also be consistent in the lab, classroom and clinical areas when performing procedures." Jewel Diller, Nursing Program Chair

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References

http://ed.isu.edu/addie/
Watson, Russell (October 1981). Instructional SystemDevelopment.In a paper presented to the International Congress for IndividualizedInstruction. EDRS publication ED 209 239. Branson, R. K. (principalinvestigator) (1975). Interservice procedures for instructional systemsdevelopment: Executive summary and model. Tallahassee, FL: Center forEducational Technology, Florida State University. (National TechnicalInformation Service, 5285 Port Royal Rd., Springfield, VA 22161.Document Nos. AD-A019 486 to AD-A019490)