Gaining Strength Program
The Problem:
The main challenge I faced in this instructional design project was creating a course that would effectively teach a complex technical concept to adult learners who have limited prior knowledge of the topic. The learners were expected to quickly understand and apply the concept in a real life setting, but many were struggling to engage with the material. Feedback indicated that the course needed more clarity, and students felt they needed assistance breaking down the pace and depth of the content. Additionally, there was a need to bring the course into a practical application model that helped bridge theory to real-world scenarios, that otherwise would lead to disengagement and low retention rates.
The Solution:
To address this problem, I applied the ADDIE model to systematically design, develop, and evaluate the course. I focused on simplifying the content by breaking it down into manageable chunks and incorporating multimedia elements such as diagrams, animations, and real-life examples. By aligning with Mayer’s principles of multimedia learning, I ensured that visual and auditory elements were integrated effectively to reduce cognitive overload. The course structure was also redesigned to include more interactive activities that required learners to apply the knowledge in real-world contexts, enhancing retention and engagement. Finally, I incorporated regular formative assessments to monitor progress and adapt the course content as necessary to meet the learner’s evolving needs.
The Process:
I began the instructional design process by conducting a thorough analysis of the learner demographics, including their prior knowledge, learning styles, and goals, as per the Analysis phase of ADDIE. Next, during the Design phase, I mapped out the course objectives, keeping Mayer’s principles of signalling, redundancy, and coherence in mind to ensure clarity and focus. During the Development phase, I created a variety of learning materials, including multimedia presentations and interactive exercises, while testing them with a small group of learners for feedback. In the Implementation phase, the course was rolled out, and I made use of data collected from learner performance and feedback to make refinements. Finally, in the Evaluation phase, I assessed the effectiveness of the course through both formative and summative evaluations, making adjustments to the learning activities and materials based on learner outcomes and feedback. This iterative process allowed me to continuously improve the course, ensuring it met the need of the learners