Designing of E-Learning for Engineering Education in Developing Countries - Web-Based Engineering Education: Critical Design and Effective Tools - page 10

multi-disciplinary science in e-Learning and its
design, and specially the design of e-Learning for
engineering courses seem unavoidable. Hence in
this session we try to make a clear scheme of ID
and relate it to engineering e-Learning.
There are different models for designing in-
struction, as there are different learning theories.
Martin Ryder of Denver School of Education at
University of Colorado has divided the instruc-
tional design models in to two groups:

ADDIE was selected by the Armed Services
as the primary means for developing training. At
the time, the term “ADDIE” was not used, but
rather “SAT” (Systems Approach to Training) or
“ISD” (Instructional Systems Development). As
a general rule, the military used SAT, while their
civilian counterparts used ISD. The “D” in “ISD”
first stood for “Development” but now normally
means “Design” (Boot, 2008; Clark, 2004 ; Dick
& Carey, 1996).

Analysis (Assess) 1. Modern models (including several models

in three categories: Behaviorist, Cognitivist
and Prescriptive Models) and
2. postmodern phenomenological mod-
els (including several other models in
Constructivist Models category) (Ryder,
2008).

In analysis as the first step of ADDIE, the designer
identifies the learning difficulties, the aims and
objectives, the learners' needs, knowledge, and
any other relevant characteristics. Analysis also
considers the learning situation, any constraints,
the delivery options, and the timeline for the
project (Colston, 2008). It should be noted that
in engineering education, this concept needs very
special attention.

Among all presented models in ID, ADDIE
which is a prescriptive design model has been
selected here to be developed according to engi-
neering e-Learning demands. ADDIE is one of the
first Design Models. There has been much discus-
sion about its effectiveness and appropriateness.
ADDIE has been selected for its simplicity, ease
of application, and cyclic nature.
In 1975, Florida State University developed
the ADDIE 5-steps model of (see Figure 3).

Design

Design is concerned with subject matter analysis,
lesson planning, and media selection. The choice
of media is determined by contingencies of the
participant's needs and available resources. This
is a systematic process of specifying learning ob-
jectives. Detailed storyboards and prototypes are
often made, and the look and feel, graphic design,
user-interface and content are determined here
(Colston, 2008). Malachowski from city college
of San Francisco, believes that Lesson planning
requires that you determine your (Malachowski,
2002):

1. Analysis (Assess and analyze needs)
2. Design (Develop materials)
3. Development (Develop materials)
4. Implementation (Implement activities and
courses)
5. Evaluation (Evaluate participant progress
and instructional materials effectiveness)

Figure 3. Five-steps of ADDIE model