基于ADDIE模型的水利工程施工课程教学设计

水利工程施工是农业水利工程专业的专业主干课程,在本科教学中起到了至关重要的作用。但在教学过程中存在教学质量不高,学生吸收知识点困难的现状。文章借鉴国际ADDIE教学设计模型,将模型的“分析,设计,开发,实施,评估”这五个阶段结合水利工程施工课程教学,对课程进行了教学设计。     

Internet in Yemen: Problems and Prospects (A Case Study)

The Internet has caught the public in its expanding web. It is beginning to reshape other media and is now making its way into countries all over the world including developing countries. Yemen, as a developing country, introduced Internet services in September 1996. The present study attempts to evaluate Internet services in Yemen from inception up to the end of 1998. The study also hopes to find, among other things, how well and how widely the Internet is used in Yemen and to what extent Yemen can benefit from it, and how Yemen participates in the information highway. A questionnaire was used as a tool for collecting data. The homepages hosted at the Tele-Yemen (ISP) Server were scanned and certain criteria were used for their evaluation. The study was able to pinpoint the problems faced by Yemeni users of the Internet, the constraints confronting its diffusion in Yemen and the profits gained by subscribers. The study came up with several suggestions and recommendations that the two authors hope will provide a basis for assessing the prospects for the future of the Internet in Yemen.     

基于ADDIE模型的数字化体育教学平台

本项目的设计理念基于ADDLE模型,该模型涉及到分析、设计、开发、实施和评估等五个基本步骤。通过使用ADDLE教学平台（包括体育视频、2D／3D动画在内的体育多媒体课件及网络承载平台）,使学生能够在任何时间、任何地点学习运动技能、体育规则、损伤急救等体育知识。     

Using the ADDIE Model in Designing Library Instruction

Librarians are increasingly placed in the role of instructor and are required to design and deliver effective instruction. This article highlights ADDIE, an instructional design model that librarians at Weill Cornell Medical College used to redesign an evidence-based medicine course taken by first-year medical students. The ADDIE model incorporates the five phases of analysis, design, development, implementation, and evaluation. It was found that the application of ADDIE can result in instruction that focuses on learning outcomes relevant to students, meets students' needs, and facilitates active learning.     

LibGuides by Design: Using Instructional Design Principles and User-Centered Studies to Develop Best Practices

LibGuides are an essential resource in academic libraries. Although librarians use LibGuides primarily as instructional tools there is little discussion about the application of pedagogical and learner-centered design principles to the design of LibGuides. Current research focuses almost exclusively on issues of usability, resulting in best practices that are user-centered but not necessarily learner-centered. This paper fills the gap in the literature by integrating the findings from user studies with instructional design principles to propose best practices for LibGuides that are both user- and learner-centered. The ADDIE model of instructional design is used as a procedural framework for implementing these best practices.     

Building BRYT: A Case Study in Developing an Online Toolkit to Promote Business Information Literacy in Higher Education

This paper highlights the design and development process that two academic business librarians employed to create an online toolkit of eLearning supports for business students. After receiving funding from their institution’s internal teaching innovation fund, they hired and worked with two eLearning design companies to produce the toolkit. The toolkit includes videos and PDF resources that show students how to retrieve specialized resources for key business research tasks. The librarians undertook this project to increase the online business information literacy offerings at their university and better support their institution’s diverse commuter, distance, and part-time student population. To develop a student-centered toolkit, the librarians used a curriculum mapping exercise, online surveying, focus groups, usability tests, and a student review group. They also adapted the ADDIE instructional design model and consulted adult learning theory to develop a series of micro-learning supports that were relevant and useful for undergraduate and graduate business students.     

基于ADDIE模型的交互式数字教育电视节目设计研究

随着信息技术的发展,电视这一主要的教学媒介实现了人与机器之间的信息互动,改变了以往单纯的线性学习方式,极大地提高了学习者的学习积极性。交互式数字教育电视节目是一种基于计算机与电视相结合的数字视频教学资源,然而目前这种视频教学资源却很匮乏。本文通过对教育电视、交互式数字教育电视节目的文献研究提出目前学界对交互电视资源研究较少的问题,进而提出交互式数字教育电视节目分析、设计、开发、应用和评价5阶段ADDIE开发流程模型,通过交互导航模型实现了数字教育电视节目的内容交互。     

Grassroots Library Advocacy by Lauren Comito,Aliqae Geraci,and Christian Zabriskie

There are many instructional design theories to assist librarians in creating effective instructional modules for student learning. ADDIE is a generic instructional design model that has been in existence for more than 30 years and is known for its flexibility in application (Molenda, 2003 Molenda , M. ( 2003 ). In search of the elusive ADDIE model . Performance Improvement , 42 ( 5 ), 34 – 36 . doi: 10.1002/pfi.4930420508 [Crossref] , [Google Scholar]). Using instructional design theories such as ADDIE helps to better serve students, librarians, and faculty because it adds efficiency and cohesion to the designing and learning process (Bell &; Shank, 2007 Bell , S. J. , &; Shank , J. D. ( 2007 ). Academic librarianship by design: A blended librarian's guide to the tools and techniques . Chicago , IL : American Library Association . [Google Scholar]). In this article, the author writes about using the ADDIE model of instructional design to successfully incorporate new technologies into existing and new library instruction modules. The author outlines how the ADDIE model can be modified to fit specific technological needs of a library instruction program.     

基于ADDIE设计模式实施“跨界”的职业教学设计

职业教育是＂跨界＂的教育,需要＂跨界＂的思维,才能培养＂立地＂的人才。以＂跨界＂的思维为指导,以ADDIE设计模式为基础,详细阐述了教学设计中分析、设计、开发、实施、评价五个阶段的具体方法。     

基于ADDIE模式的“理论力学”课程教学设计

基于ADDIE模式对“理论力学”课程进行了教学设计,展开线上线下混合式的教学实践,探索在“互联网+教育”环境下,传统基础课程教学方式的不断完善。实践证明,其教学设计有助于培养学生的自主学习能力,有利于培养学生的学以致用能力。