| dc.contributor.author | Hardre, Patricia | |
| dc.contributor.author | Boling, Elizabeth | |
| dc.contributor.author | Easterling, Wylie | |
| dc.contributor.author | Howard, Craig | |
| dc.contributor.author | Roman, Tiffany Anne | |
| dc.date.accessioned | 2016-06-03T00:15:53Z | |
| dc.date.available | 2016-06-03T00:15:53Z | |
| dc.date.issued | 2011 | |
| dc.identifier.uri | https://hdl.handle.net/11244/34897 | |
| dc.description.abstract | in an asynchronous forum responding to a prompt positing that ADDIE (analysis, design, development, implementation, and evaluation) might be used in teaching instructional design (ID) as a safety net for designers without native talent, instructors and practitioners of ID revealed mixed perspectives on the role of ADDIE in design. Critical theory analysis identified the "transitional perspective" that ADDIE is flawed but useful, and little connection between ADDIE and related ideas from other fields of design. | en_US |
| dc.language | en_US | en_US |
| dc.relation.ispartofseries | Educational Technology;51: 34-38 | |
| dc.subject | Education, Technology of. | en_US |
| dc.title | ADDIE: Perspectives in Transition | en_US |
| dc.type | Article | en_US |
| ou.group | Jeannine Rainbolt College of Education::Department of Educational Psychology | en_US |
