The Addie model is an instructional design that is most commonly applied for the organization and streamlining of particular course content. The Addie model is quite popular based on the reasoning that is simple and the most effective instructional design. The most appropriate practical example that could require the application of the Addie model is the establishment of instructional goals geared towards training leaners on how to change the oil on petrol engine cars. The Addie model is justified through the consideration of a series of steps that include analysis, design, development, implementation, and evaluation (Ritzhaupt, 2020). However, the paper presents a comprehensive understanding of the development phase of the Addie model.
Prior to the establishment of a training process, it is quite imperative to conduct an evaluation of the development of the current situation and the learning process, and these calls for a conclusive understanding of the terms of training and the level of expertise of the professionals who require the training process. Also, a trainer who adopts the Addie model needs to begin the development stage by creating course content with solid reasoning of understanding the nature and the level of enthusiasm and sacrifice the trainees put in place to ensure they understand the objectives of the course requirements (Ritzhaupt, 2020). For instance, a course content that entails training leaners on how to change the oil on petrol engine cars requires a trainer to assess the level of competencies of trainees, such as their understanding of the car's recommended oil weight through the application of the owner's manual, tools required to change the oil in the car and the amount of oil required for different types of cars. The core perspective of the development step in the Addie model is to understand the point of the training activity and concerns that entails the behavioral change that needs to be adopted by the trainees and whether the training exercise is helpful. For example, understanding the type of oil needed for different automobile cars is one of the significant course contents deeply rely on the development phase.
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The development phase comes after all the required planning of the course is polished and designed. The development stage uses the methodology laid out in the first and second step and uses it to make practical decisions that advocates for an accurate understanding of the course content that is created by a trainer. The development stage focuses on creating strategies, the duration of the learning activity, and the feedback that learners could present, especially on how they perceive and develop interest taking part in the learning program towards the end of the activity (Ritzhaupt, 2020). For instance, in the case of training leaners how to change the oil on petrol engine cars, a trainee needs to focus on the strategies and course objectives such as testing the capability of leaners to detect when a car engine overheats and the modalities they apply in making such determination based on the knowledge and past experience with different types of petrol engine cars. The development phase also entails the essentiality of making a prototype for the determination of the best approaches that need to be applied to effectively communicate with the leaners. A practical example, in this case, includes creating and internalizing course materials such as a deep understanding of the knowledge of changing the oil on different automobiles.
Fundamentally, the development stage as an essential step in the Addie model entails a detailed creation and establishment of the course content. The development phase focuses on matching the courses already laid out in the design phase, and this denotes the fact that the content has already been decided for the leaners and what is left is to add particular details to the course and polish up the techniques of applying all modalities of the learning process (Ritzhaupt, 2020). The development phase should also be iterative and consider the technique of navigation. In this context, the trainer needs to pay the sole attention to the graphic designs and the best way to create a course that highly suits the interests of the leaners. For instance, the consideration of training activity that involves changing the oil on different types of automobiles requires the perspective of an iterative method such as the consideration of discussions, continuous assessment, and lectures (Ritzhaupt, 2020). Also, the development phase requires the trainer to consider visual demonstrations of the strategies involved in changing the oil on different types of petrol engine cars. Thereafter, the feedback of trainees in terms of discussions and assessment takes center stage for purposes of ensuring a full mastery of the learning activity.
The development phase of the Addie model connects the design and the implementation phase through an instructional approach of navigation. In this regard, the trainer expects leaners to accurately follow the course design by focusing on each and every detail of the course requirement. For instance, leaners undergoing through a course content of learning how to change the oil on different types of automobiles that uses petrol need to focus on following the instructional strategy such as understanding the necessity to routine and regular change of oil on different types of automobiles, the potential problems and adverse damages that could be encountered if the oil is not changed on petrol engine cars on time and the costs that could be incurred based on the failure to initiate a regular change of oil on automobiles (Ritzhaupt, 2020). Besides, the development phase also focuses on monitoring the performance of the learners, especially based on the expectation that some categories of learners may not follow the design process as outlined in the learning course content.
The development phase of the Addie model requires an accurate implementation of the design phase and collects all categories of alternatives that leaners would consider quite ideal for shaping their understanding of the course content. For instance, the implementation of the ideas that arise from the design phase, such as the need and the relevance of changing the oil and how frequently should be the oil level checked as a systemic assessment that needs to be observed at the development phase (Ritzhaupt, 2020). Hence, the purpose of the development phase is to avoid situations that could cause a tragedy on the basis of a leaner failing or ignoring sensitive information such as not applying the procedural requirement of the manual. On the same note, it is quite essential to affirm the fact that the development phase prepares the leaners minds into understanding the need and reason for justifying the implementation phase, and this entails how following up the course assessment plays an important role in making decisions upon attaining a full mastery of the course content.
The development phase of the Addie model needs to be accurately communicated to learners since it is considered the most sensitive stage that entails creating and establishing the course content. The learners are provided with an opportunity of shaping up their knowledge in the course content created and presented to them, and this requires leaners to deeply understand the relevance of applying the leaning course content in making decisions at the later stages of the learning activity (Ritzhaupt, 2020). Ultimately, it would be practical and quite in order if learners understand the nature of the risks related to failing to adhere to the course manual, such as failing to regularly check and change the oil, which could result in an organization incurring huge costs and damages to the car engines.
Figure 1.
Steps to changes oil
Note: The images above demonstrate the various steps that should be utilized to change oil ( Pennzoil, 2020) .
The above images explain the process of changing the oil in a car with reference to the following steps as depicted in the pictures:
Parking the vehicle on a flat surface, engaging the parking brakes and turning off the vehicle.
Opening the hood.
Locating the engine dipstick and removing it (to help with the flow of oil during draining).
After securing the car safely and supporting it, learners should consider putting on safety glasses while crawling under the vehicle in a bid to identify the engine’s oil pan (refer to the owner’s manual-guide).
Consider locating the position of oil drain plug.
Positioning a container beneath the drain plug (the container should be big enough for the oil volume-check owner’s manual for volume).
Loosening the drain plug by use of a box-end wrench or a 6-point socket. Remove the plug cautiously using hands to ensure the catch pan is underneath the plug hole. Allow a few minutes for the used oil to drain.
Wiping oil pan threads with a rag and inspecting the oil pan’s condition that of the oil drain plug, threads, and gasket.
Locating the oil filter and ensuring the new filter is correct for the car.
Position the oil catch pan situated under the oil filter to collect residues of oil in the filter.
Consider Loosening oil filter.
Remove old oil filter and replace with the new oil filter.
Placing a light coat of the newly replaced oil on the gasket of the new oil filter to enable smooth installation onto the engine.
Remove the oil fill cap and then pour in the exact amount of motor oil by use of a funnel.
Replacing the oil fill cap.
Start the car engine and let it to run it idle for at least half a minute.
Shutting down the engine and allowing 30 seconds for the oil to settle in the engine and check for any possible oil leaks to resolve.
Safely lower the car to the surface.
Installing and removing the oil dipstick for proper oil leverage.
Repeating the oil change process when time is due as per the manufacturer’s guidelines.
Developing the course materials
Course materials will be developed, both hard copies, soft copies, editable, and pdf copies. They will also include diagrams for the demonstration of various concepts and processes.
Conducting a run-through
The run-through will be done with two people, an experienced mechanic with experience in changing engine oil and another person with driving skills but no hand-on experience in changing the oil in cars
References
Ritzhaupt, A. D. (2020). ADDIE explained: introduction. An Open Educational Resource for the educational technology community. Retrieved from http://www.aritzhaupt.com/addie_explained/ An Open Educational Resource for the Educational Technological Community.
Pennzoil. (2020). How to Change Your Oil:Step-by-Step Oil Change Instructions . Retrieved from Pennzoil: https://www.pennzoil.com/en_us/education/know-your-oil/changing-your-own-oil.html
