ADDIE: Perspectives in Transition

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dc.contributor.authorHardre, Patricia
dc.contributor.authorBoling, Elizabeth
dc.contributor.authorEasterling, Wylie
dc.contributor.authorHoward, Craig
dc.contributor.authorRoman, Tiffany Anne
dc.date.accessioned2016-06-03T00:15:53Z
dc.date.available2016-06-03T00:15:53Z
dc.date.issued2011
dc.description.abstractin 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.identifier.urihttp://hdl.handle.net/11244/34897
dc.languageen_USen_US
dc.relation.ispartofseriesEducational Technology;51: 34-38
dc.subjectEducation, Technology of.en_US
dc.titleADDIE: Perspectives in Transitionen_US
dc.typeArticleen_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychologyen_US

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