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- Full explanation of the selected theory and its relation to the lesson created using ADDIE model

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Evidence of all the task included to form an ePortfolio

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Online asynchronous discussion forum created and active

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Characteristics of interactive learning in the fourth industrial revolution (Industry 4.0)

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Survey created with student profiling questions

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Tech-enhanced Learning Theories, Models or frameworks identified

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ADDIE model

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The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases-Analysis, Design, Development, Implementation, and Evaluation-represent a dynamic, flexible guideline for building effective training and performance support tools. While perhaps the most common design model, there are a number of weaknesses to the ADDIE model which have led to a number of spin-offs or variations.

It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE model; other models include the Dick & Carey and Kemp ISD models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix.

Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials.

In the ADDIE model, each step has an outcome that feeds into the subsequent step.

Analysis > Design > Development > Implementation > Evaluation

Analysis Phase

In the analysis phase, instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner's existing knowledge and skills are identified. Below are some of the questions that are addressed during the analysis phase:

* Who is the audience and their characteristics?
* Identify the new behavioral outcome?
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion?

Design Phase

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan needs to be executed with attention to details.

These are steps used for the design phase:

* Documentation of the project's instructional, visual and technical design strategy
* Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, psychomotor).
* Create storyboards
* Design the user interface and user experience
* Prototype creation
* Apply visual design (graphic design)

Development Phase

The development phase is where the developers create and assemble the content assets that were created in the design phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.

Implementation Phase

During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), student registration.

This is also the phase where the project manager ensures that the books, hands on equipment, tools, CD-ROMs and software are in place, and that the learning application or Web site is functional.

Evaluation Phase

The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users.

Document courtesy of Wikipedia.org

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The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases-Analysis, Design, Development, Implementation, and Evaluation-represent a dynamic, flexible guideline for building effective training and performance support tools. While perhaps the most common design model, there are a number of weaknesses to the ADDIE model which have led to a ...

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Essential components of ePortfolio

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When deciding what type of ePortfolio you want your students to create and maintain, it's best to first decide what its function will be. Much like resumes, they should be tailored and include pertinent information for the desired outcome. However, there are still certain components that are deemed essential to incorporate.

Building a Better ePortfolio
1 - Biography
Usually written in the third person, the bio is a condensed narrative version of a resume, but infused with more personality. It should include: name, contact info, email address, and educational background. If pertinent, incorporate job details such as current work position, a summarized description of professional background, experiences, and accomplishments. Also add a brief description of personal interests and activities, and remember to keep all info current by updating the section regularly.
2 - Educational Background
Use this section to expand on any educational information mentioned in the bio, with qualifications listed in reverse chronological order (i.e., from most recent to least recent). Each entry should include the name and location of institutions attended, degrees, majors/minors, and the actual or anticipated date of graduation (month and year). This is also the place to list honors/awards, training certificates, publications, professional licenses, conferences/workshops, study abroad programs, internships, and scholarships. And don't forget any relevant projects, coursework, testimonials, transcripts, continuing education, presentations, and professional affiliations/memberships.
3 - Professional Experience
This section will focus on how experiences and skills are well suited to the ePortfolio owner's professional goals, along with the careers he/she is seeking. Just like in the educational section, list jobs in reverse chronological order. For each position, include the names and locations of employers, job titles, dates of employment (month/year), and the job's duties and responsibilities. Keep the layout consistent and simple so that everything is easy-to-read. Document certificates pertaining to additional training and workshops, certification of technical skills, awards/honors, resume (scanned), transcript, volunteer work and community services, major projects, publications, internships, communication, public speaking, and foreign language skills. Even if you're a student who hasn't yet started your career, you'll still want a place to share your professional experience when you do.

4 - Performance and Skills
Displaying evidence of performance and skills will help make an ePortfolio really stand out. Start by naming the skill area, followed by the knowledge or personal traits that contribute to the individual's success in that skill area. Also include background and specific experiences that demonstrate application of the skill. Always keep the ePortfolio's purpose and audience in mind when deciding what activities to include. Some excellent examples are: voluntary work, internships, technical skills, writing skills, communication skills, study abroad, foreign languages skills, sports participation, military service, clubs involvement, leadership positions, and professional affiliations/memberships.
5 - Evidence of Competencies
Regardless the purpose or type of ePortfolio being created, it should always include evidence of competence in the areas of expertise being highlighted. This allows anyone viewing the ePortfolio to understand the range of skills, knowledge, and abilities of the creator. Each artifact included should have a purpose, overview of goals, social importance, and expected learning outcomes. Reflection will also help make the ePortfolio more meaningful. Examples of artifacts are publications, electronic presentations, audio and video projects, assignments, research papers, writing samples, a copy of your resume-basically any materials that can be added to the ePortfolio to represent knowledge and show a proof of proficiency.
6 - Awards and Honors
Since ePortfolios are mainly used to represent capabilities and competence in a specific field, it's important to show any honors and kudos received, awards and accolades won, certificates and training taken, and promotions or performance appraisals. Memberships in professional or educational organizations should also be highlighted.

Share in the comments the ePortfolio components you've found essential.

Photo Courtesy of: Antonio

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6 Essential Components Every ePortfolio Needs

# data[].attributes.attachment_link.description
When deciding what type of ePortfolio you want your students to create and maintain, it's best to first decide what its function will be. Much like resumes, they should be tailored and include pertinent information for the desired outcome. However, there are still certain components that are deemed essential to incorporate.

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Creating online discussion board using Blackboard LMS

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Discussions are a good way to encourage students to think critically about your coursework and interact with each others' ideas. You can create discussions around individual course lessons or for your course in general. As the instructor, you own the discussions. After you start a discussion, you can post comments of your own to guide students.

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What is Fourth Industrial Revolution?

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Founder, Executive Chairman, World Economic Forum

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