Getting It Where It Does the Most Good: Implementation

Chapter 6 – Implementation ADDIE

The Implementation phase of the ADDIE system is where the designed course becomes active. There are several options that can be taken to confirm that the course is complete and ready for testing. In order for the testing to be affective it will require live demonstrations and involve various audiences.

My first insight refers to what are called the Beta and Pilot Tests. The purpose of these tests is to check the viability of the course before it actually gets implemented. A Beta test can show how affective the course pieces work together as a whole. It’s imperative that the designed components and presentation flows smoothly. These tests are also used to isolate aspects of the course that may be questionable, such as if the planned activities, laboratory exercises, simulations and training aids are correct.

The Beta test is important as it will be the first time where critical feedback can be obtained from a live audience. These participants should include an SME, some trainees, and possibly some stockholders, supervisors and other instructors or trainers. It would be beneficial to provide them with a predetermined questionnaire for direct feedback during each segment of the presentation if possible. One downside to performing the Beta test is that it takes twice as long as the normal course presentation due to it being the first time it’s ever been implemented.

The second test is known as the Pilot test. The Pilot is run after the Beta test results are assessed and any revisions are made as needed. The Pilot test is used to target only the students and or trainees. The Pilot test is then run to replicate the actual course. A post questionnaire should be performed as this allows the designer to evaluate the course presentation as it correlates to timing, logistics, activities and most importantly reactions on the training.

Another concept that I learned from reading this chapter was the fact that the initial design is only based on the assumptions of the designer. So even if you are an SME or an Instructor, you really don’t know how or what the audience is keying on or learning from, until the course is over. This is when the Pilot test either confirms or denies that the design is correct. The review or feedback process is imperative and needs to be performed immediately after the presentation. It should be used to assess the designs effectiveness and the programs’ purpose.

Lastly, I also learned that courses that may be used in various regions of the world may have different cultures. Therefore, the design should be of concern and tested with a multicultural group.

Implementation Issues:

Implementation issues are things that everyone needs to be made aware of. This should be addressed in a meeting prior to the Beta & Pilot test procedures. The persons involved should include trainers, instructors and the materials required for the course.

Issues can arise from things as simple as not having all of the correct materials, not enough materials, too many trainees, inadequate space, and even the weather. I like when Piskurich states, “Sweat the Details. Check everything twice, then check it again. Have a backup plan, and a backup plan for your backup plan.” (p. 282). This sounds like he’s had some issues to contend with in his experiences.

I too have had to contend with implementation issues from time to time. I recall using the college Canvas LMS system while giving a lecture to a group of around 28 students, when the internet went out and the system went dead. The entire lesson plan including the eBooks, videos, and Power points were instantly gone. I had only covered the first hour of a three-hour presentation. Several instructors were panicking and asking if everyone's was out including mine, hoping that it was an isolated incident and not the entire network.

Fortunately, I was well familiarized with the course agenda so I asked if any of the students had hard copies of the book with them. I took mine down from the book shelf and had my students share theirs with each other in small groups and I continued with the lecture. I am fortunate to have a mechanical drawing background and enjoy drawing components and schematics on the dry erase boards within my classroom and lab areas. My students are very attentive and seem to enjoy learning through these interactive lesson sessions.

Thanks for reading my Blog, Mr.G.

Reference:

George M. Piskurich. (2015). Rapid Instructional Design: Learning ID Fast and Right: Vol. Third edition. Wiley.