Analyze
The “A” in the ADDIE model represents the Analysis phase.
In the Analysis phase of the ADDIE model, the instructional problem is clarified. This can be referred to as the Needs Assessment. During this phase of the design process, the instructional goals are established and the learning environment, learner’s existing knowledge, and skills are identified. At this phase, the instructional designer seeks to address information about the audience and their characteristics, the behavioral outcomes, the learning environment's constraints, and any pedagogical considerations. During this time we also got to learn a little more about our client.
Getting to Know the Stakeholders
Redshift Education is an EdTech Company specializing in VR Immersive Learning activities for World Language classrooms. Redshift Education is owned and operated by Virginia Tech Alumni. Redshift Education works with Virginia Tech’s Apex Center for Entrepreneurs. One of the owners is a World Language teacher and the VT ID Team noticed right away she has a passion for language, learning, and the purposeful use of technology to enhance both the learner and teacher experiences. Redshift Education took a great deal of time with us meeting in-person and creating videos describing their product to help us understand what they do and how they wanted to collaborate with the Team.
Understanding the Product
The World Language VR Immersive lessons Redshift Education develops are delivered to students through the Oculus Go headset. The lessons are designed to supplement instruction and create immersive learning experiences for students to practice their language skills during planned classroom sessions.
World Language classroom VR Immersive learning activities involve two students at a time engaging in a variety of virtual world scenarios to practice language skills authentically in a novel and enjoyable way.
Watching videos and using headset the Team experienced Redshift Education’s learning activities first-hand.
Target User Overview
As the Redshift Education product is not already widely in-place in K-12 schools, the learner analysis was completed based on future target users. It was determined that Tech personnel & Language Teachers at K12 Virginia Schools would be the initial target audience.
Based on Redshift Education owner’s experience as a member of one of the target audiences (K12 World Language teacher) and her interactions with others in her field that are part of the target audience, it was determined that members from the target population may or may not have a strong background in VR headset use and some may have no experience. Based on stakeholder interviews, the design would assume the end-users have little to no experience with VR headset use, and no experience using VR in a World language classroom setting. The audience would have basic computer skills that include downloading from a website, possibly completing a survey (formative evaluation).
The literature about general technology acceptance by educators and VR technology acceptance, specifically, describes a certain degree of discomfort some educators experience in accepting new technologies in the classroom. There are a variety of reasons for this hesitance which include lack of time or a perceived too big of a learning curve. Also, lack of professional development, job aids, and other assistance in determining how, when, and why to take advantage of some affordances technology can offer learners and instructors.
In collaboration with the Redshift company, we have developed a set of learning objectives that are appropriate for addressing the learner's needs, as well as, assigning a timeline for the project.
After several interviews with the stakeholders, the team established a proposed "Blueprint" for the client's overall educational and training needs but also detailed what we would be able to accomplish this semester.
Click on Design to explore the next phase of the ADDIE model.