The Analysis Phase Can Be Considered As The "Goal-Setting Stage." The Focus of

The Analysis phase can be considered as the “Goal-Setting Stage.
” The focus of
the TEACHER IS THE LEARNERS. Firstly, teachers must outline the learning
objectives. This is to ensure that what the students already know won’t be
duplicated, and that the focus will instead be on topics and lessons that students
have yet to explore and learn. For instance, in this lesson is, for the students to
explore on uncountable nouns as they might not realize that some food cannot be
counted.
Teachers also have to recognize the different levels of student’s proficiency so that
the success criteria is realistic. instructors distinguish between what the students
already know and what they should know after completing the course. This required
the teachers to review the previous methods or instruction that have been used. For
instance, using interactive games to start the lesson. The teacher also uses
substitution table and mcq questions to address to differentiated learning strategies.
Started with familiar words such as banana, apple instead of flour.
Next, teachers must determine the various options available with respect to learning
environment. What is the most conducive learning environment? Teachers must
organize the materials . What are the Pros and Cons of offline learning, what
delivery option is to be chosen? What type of learning environment is preferred??
Determining limiting factors to the overall goal of the project. What limiting factors
exist with respect to resources, including technical, support, time, human resources,
technical skills, financial factors, support factors?
This DESIGN stage determines all goals, tools to be used to gauge performance,
various tests, subject matter analysis, planning and resources. In the design phase,
the focus is on learning objectives, content, subject matter analysis, exercise, lesson
planning, assessment instruments used and media selection. Different types of
media to be used. Audio, Video and Graphics are prime examples. Are third party
resources going to be utilized or will the IDs create their own? Will you prepare the
teaching learning material?
1. Various resources at hand required to complete the project. What are

the available resources at your disposal for completing the project?
2. Level and types of activity to be generated during the study. Is it going to
be collaborative, interactive or on a per participant basis?
3. Using a teacher’s style approach, how will you implement the parts of
the project (i.e. behaviorist, constructivist, etc.)?
Design evaluation is done in the implementation phase. Designers play a very

active role in this stage, which is crucial for the success of the project.
Developers should consistently analyze, redesign and enhance the product to
ensure effective product delivery. Meticulous monitoring is a must. Proper
evaluation of the product, course or program, with necessary and timely
revisions, is done in this phase. When instructors and learners actively
contribute during the implementation process, instantaneous modifications can
be made to the project, thus making the program more effective and
successful.
The cognitive theory of multimedia learning resonates on the idea that there is
different type of learners such as auditory, kinaesthetic and visual. As learners learn
differently, the principle known as multimedia principle highlights that people are
engaged more with words and pictures rather than words alone. This is preferable
for visual learners. However, to achieve effective multimedia learning, not
necessarily through adding pictures to words. Teacher must rely on three
assumptions proposed in the cognitive theory of multimedia learning :-. There are
two separate channels (auditory and visual) for processing information (sometimes
referred to as Dual-Coding theory); 2. Each channel has a limited (finite) capacity 3.
Learning is an active process of filtering, selecting, organizing, and integrating
information based upon prior knowledge.
As an example, teacher must recognize their students’ potentials and provide

information based on their capacity. Low proficiency of English students somehow
might feel pressure when there are too many unnecessary jargon words that are
been included in the slides. Teacher must select the right chunk of information for
students to absorb it efficiently. Besides, students, are not “empty vessels” waiting
to be filled up with information, teachers must integrate the right technology and
knowledge based on the students’ capabilities. Using trial and error, teachers must
be able to identify the realistic expectations for multimedia learning among students.
Lastly, reduce the number of extraneous loads such as the background music,
decorative images and others. Use graphics, texts and narration that supports the
learning goals. Based on my previous experience, some students might have
difficulties to focus on the content of the learning with the absence of gif moving
animations. They tend to focus on the supplementary details rather than the main
idea especially the lower primary students. Thus, I prefer to add cues that could
support their understanding on the target goal rather than decorative purposes.
what, how, why, when of the things that were accomplished (or not accomplished)
very stage of the ADDIE process involves formative evaluation. This is a

multidimensional—and essential—component of the ADDIE process. Evaluation is
done throughout the implementation phase with the aid of the instructor and the
students. After implementation of a course or program is over, a summative
evaluation is done for instructional improvement. Throughout the evaluation phase
the designer should ascertain whether problems relevant to the training program are
solved, and whether the desired objectives are met.
While often overlooked due to time constraints and monetary reasons, Evaluation is

an essential step of the whole ADDIE method as it aims to answer the following
questions:
1. Determine the categories that will be established to evaluate the

effectiveness of the project (i.e. improved learning, increased motivation
etc.) On what factors or criteria will the effectiveness of project be
determined?
2. Determine the way you will implement data collection, as well as the
timing at which it will be effectively made. When will the data related to
the project’s overall effectiveness be collected and how?
3. Determine a system for analyzing participant feedback.
4. Determine the method to be used if some parts of the project need to be
changed prior to full release. On what basis will you arrive at a decision
to revise certain aspects of the project before its full implementation?
5. Determine the method by which reliability and content validity can be
observed.
6. Determine the method by which you will know if instructions are clear.
How is the clarity of instructions assessed?
7. Determine the method by which you can analyze and grade the
response of the participants on the project.
8. Determine who gets to receive your final output regarding the project.
Who will prepare this report on the results of the evaluation

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The Analysis phase can be considered as the “Goal-Setting Stage.

1. Various resources at hand required to complete the project. What are

Design evaluation is done in the implementation phase. Designers play a very

As an example, teacher must recognize their students’ potentials and provide

very stage of the ADDIE process involves formative evaluation. This is a

While often overlooked due to time constraints and monetary reasons, Evaluation is

1. Determine the categories that will be established to evaluate the

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