Implement and Evaluate – ADDIE


For the Implementation phase, I would like to use a Session Breakdown to illustrate how a student will approach the course. (Each video I selected is between 3-5 minutes in length, but I will use 5 minutes for the default time):

Course Goals 1: What is Ocean Acidification
Time Activity
5:00 Video
5:00 Multiple Choice Questions
FocusOn 1: What is pH?
5:00 Informational Slide in Captivate
5:00 Quiz
Learning Outcome1
5:00 Video
5:00 Quiz
FocusOn 2: What is a Marine Food Web?
5:00 Informational Slide in Captivate
5:00 Quiz
Learning Outcome2
5:00 Video
5:00 Quiz

This branch of the course will take approximately 50 minutes to complete. A 10 minute break before starting the next segment is allotted, with the
expectation that one hour will be needed to complete each segment of the course. The Session Breakdown continues with:

Course Goals 2: What is Carbon Dioxide
Time Activity
5:00 Video
5:00 Multiple Choice Questions
FocusOn 3: Explore the Carbon Cycle
5:00 Informational Slide in Captivate
5:00 Quiz
Learning Outcome3
5:00 Video
5:00 Quiz
FocusOn 4: Effects of CO2 on Ocean Water
5:00 Informational Slide in Captivate
5:00 Quiz
Learning Outcome4
5:00 Video
5:00 Quiz

Course Goals 3: Solutions
Time Activity
5:00 Video
5:00 Multiple Choice Questions
FocusOn 5: Awareness and Education
5:00 Informational Slide in Captivate
5:00 Quiz
Learning Outcome5
5:00 Video
5:00 Quiz
FocusOn 6: How You Can Help
5:00 Informational Slide in Captivate
5:00 Quiz
Learning Outcome6
5:00 Video
5:00 Quiz

Three hours of course material is the goal.The use of Captivate, a rapid development tool, will streamline the developmental process.
Students have the ability to be self-paced learners. With each video and quiz set only taking 10 minutes to complete, the ability to work through the course in sections will appeal to a learner with a heavy schedule. All student outcomes can be monitored through LMS, and a variety of test-taking skills will be utilized. Students will use visual and auditory skills watching the videos, and will use comprehension and retention skills to complete the quizzes.


For the Evaluation phase, first an answer to the question: “Did the instruction solve the problem that was identified in the Needs Assessment?”:
This is the first line of my Needs Assessment: The purpose of this course module is to educate students on the environmental problem of Ocean Acidification. The identified goals and purpose of this module were to educate the learner on the existence of Ocean Acidification, to explain the conditions that created this situation, and to encourage the student with information on how to help reduce the causes of the problem. I do feel that this course addressed the Needs Assessment well. I have listed the subject matter learned and the order in which it appears, in the Implementation phase above.

Secondly, a review using Kirkpatrick’s Four Levels of Evaluation:

Level 1 – Reaction – How well did the learners like the learning process?
I will assume that the students were deeply interested. This problem is one that will affect their generation and is a problem that is still “fix-able”, which usually piques people’s interest. The presentation includes a lot of media, using YouTube videos that were created for the general public. I selected videos that didn’t present subject matter in a dense, non-visual way because I understood that the targeted age group would respond to the speed, sound, and colors of a video clip from, for example, the Alliance for Climate Education ( with more interest.

Level 2 – Learning – What did they learn?
They learned the definition of Ocean Acidification, they learned about pH, acidity, marine food webs, the definition of CO2 (carbon dioxide), the carbon cycle, the effects of CO2 on ocean water, and then they learned about ideas (using green energy, reducing your carbon footprint, etc.) to control the worsening of this environmental problem.

Level 3 – Behavior – What changes resulted from the learning process?
If I were measuring the transfer of knowledge to the students and monitoring their behavior, I would hope to see an awareness that did not exist before they studied the module. The desired change would be a heightened interest in the problem and further research into the causes and effects of excessive CO2 in our environment.

Level 4 – Results – What are the tangible results of the learning process?
I would need to evaluate the learner and summarize the results that are attributable to time spent learning from this course module. If this class were included as a module that fit into a larger framework, then tangible results would be the student’s ability to understand what CO2 is, and their ability to apply that knowledge to continued classwork.
I also want to mention that I did see the need for feedback from the students, with regard to what they were being taught. Formative evaluation of the module occurred when students were tested after each topic section, and their scores were studied. There were 15 tests in total, within the module. Summative evaluation would occur after the module is completed. A link for a Likert Scale Online Evaluation Survey would be emailed to the student, using the free version of the online service, “SurveyMonkey,” to create the survey:

The Likert items in the survey would be: Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree
Student Online Evaluation Questions (limited to 10 in the free version of SurveyMonkey):

Course Content Questions:
1. Course length and pace was appropriate for the topic.
2. Course content was clear and easy to understand.
3. The videos, illustrations and interactions were used effectively.
4. Materials expanded my understanding of the content to a new level or deeper degree.

Instructor Questions:
1. The topics covered provided enough information.
2.The instructor collected enough information to adequately evaluate my performance.

Class Technology Use Questions:
1. The technology used in the course supported the goals of the course.
2. I could navigate the module easily.

Free Response Questions:
1. In what ways has the course influenced your understanding of the subject?
2. What was the most significant learning experience in this course?

Develop – ADDIE

Course content is the focus of the development phase for this module’s instructional design. Learning materials are listed in the Analysis Flowchart, and also listed here in more detail.

Videos – The online videos that will be used as instructional material are:

  • “World Oceans Day – Ocean Acidification”, created by XPRIZE Insights and published on YouTube.
  • “What Is Carbon Dioxide?” created by MonkeySee, and published on YouTube.
  • “Ocean Acidification,” created by the Alliance for Climate Education, and published on YouTube.
  • “What is pH,” created by LearnBiologically, and published on YouTube.
  • “The Carbon Cycle,” created by the U.S. Environmental Protection Agency, and published on YouTube.
  • “Ocean Acidification,” created by the NC Aquarium, Fort Fisher, and published on YouTube.
  • “Science Bulletins: Acid Oceans,” created by the American Museum of Natural History, and published on YouTube.

Websites For Further Information-

Quizzes –

  • True/False Quizzes: Focus On1: What is pH, Learning Outcome4 Quiz
  • Sequence Quizzes: Focus On2: What is a Marine Food Web, Learning Outcome3 Quiz
  • Fill-In-The-Blank Quizzes: Focus On3: Explore the Carbon Cycle, Learning Outcome6 Quiz
  • Matching Quizzes: Focus On4: Effects of CO2 on Ocean Water, Learning Outcome1 Quiz
  • Drag-Drop Quizzes: Focus On5: Solutions – Awareness & Education, Learning Outcome2 Quiz
  • Multiple Choice Quizzes: Focus On6: How You Can Help, Learning Outcome5 Quiz, 3 Course Goals Quizzes

Organizational Strategy –
The Analysis Flowchart shows a structure that includes an introduction, the presentation of three key concepts, followed by lessons that support the key concepts, then additional material is presented for guided study of specific topics. This presents a strategy of using the broader topics to introduce the learner to a general level of information, followed by smaller sub-modules to help the student work with more complex information. This can be seen as a scaffolding technique of instruction, with lesson progression allowing for the integration of newly acquired knowledge.

Course Management –
This course is designed for an e-Learning environment. An LMS such as Moodle would be an ideal way to present the course. It would record quiz/test scores and allow access to learning materials wherever an internet connection is available. Emails and other correspondence between students and instructors would be held in one location, which would help streamline the overall class environment.

Design – ADDIE

Instructional Goals and Objectives:
The design of this learning module incorporates a systematic process of transferring educational content to the student. The learner begins with three introductory levels of course material, focusing on a general, conceptual understanding of the subject matter. They are labeled, “Course Goals” and numbered 1 – 3. Once this foundational information is viewed, the student works through multiple choice quizzes, the intent being to quickly reinforce knowledge transfer of the material that was just presented.

Sequence and Organization:
The opportunity to drill down into specific categories of course material is the next design phase. This branch of instruction is labeled, “Focus On” and numbered 1 – 6. The “Focus On” set of content encourages the integration of new knowledge with previous knowledge by placing a selective focus on key information. Reviews, analogies and examples are listed on the website page to encourage examination. Students are then expected to demonstrate progress by completing a series of interactive activities. This branch of the course is named “Learning Outcomes” and is also numbered 1 – 6. Students are tested for retention and transfer using drag and drop tests and quizzes.

Instructional Strategy: My course goals support a constructivist pedagogical philosophy by incorporating learner based activities that help students measure their own progress. They are able to freely move between the course modules and have supporting educational material to view (videos) that offer extremely clear, well documented information. The purpose of this course is to educate students on a very specific form of environmental hazard that our oceans are experiencing, and the progression of general to very specialized information is supported in the structure of the course. Each student will learn the facts, then be encouraged by the “Solutions” Course Goal, and it’s subset of lessons. It is an intentional goal to not frighten or worry students with environmental warnings, but to teach them the hopeful and promising aspects of working toward attainable solutions to the problem. Examples of this can be seen in the videos listed in the “Solutions” category, where scientists and local people work toward a better outcome for a sustainable future with healthy oceans.

Learners: This instructional module is for anyone interested in learning how human activities influence the health of the ocean ecosystem. The targeted intellectual age group for this module is high-school to young adult students. More information is detailed in the Learner Analysis in the Analysis phase.

Context: The context of content development for this course involves the general characteristics of a Common Core Earth Science course, as well as a deeper examination of the topic to further educate the learner in a specific aspect of Environmental Science.

Assessments: Assessment activities throughout the course occur when students engage in course-ware testing. Criteria for the assessments include a need to measure knowledge and comprehension after each course level is introduced. Assessment instruments would include a number of different testing methods such as: True/False Quizzes, Sequence Quizzes, Fill-In-The-Blank Quizzes, Matching Quizzes, Drag-Drop Quizzes and Multiple Choice Quizzes.

Delivery Method: This course will be delivered as a web based, e-learning experience. Students will engage in asynchronous study and will need access to a pc or mobile device with an Internet connection. The student will use a browser to open the Captivate learning module and will read all course content online.

Mockups of website pages:

Analysis – ADDIE

Needs Analysis:
The purpose of this course module is to educate students on the environmental problem of Ocean Acidification. The specific behaviors that produce this situation, namely man-made pollution, will be explored. Students will also be educated toward an understanding and appreciation for the inter-dependency all life shares on this planet. By the end of this course, students will understand and value the importance of how changes in the ocean ecosystem affect marine and human life.

Task Analysis:
The attached flow chart diagram illustrates the paths of instruction for this learning module. The actual flowchart was created in Popplet and can be viewed here:

Learner Analysis:
This instruction is developed with high school students as the targeted age group. NC Common Core 8th grade science education includes Earth/Environmental Science courses. An example of course material from the NC Essential Standards website: “Analyze the impacts that human activities have on global climate change (such as burning hydrocarbons, greenhouse effect, and deforestation)”, and “Attribute changes in Earth systems to global climate change (temperature change, changes in pH of ocean, sea level changes, etc.).” Students will have been introduced to the concept of Ocean Acidification, but within a broader lesson plan.

Learning Objectives:
At the end of this instructional module a student should be able to:

  • Define Ocean Acidification.
  • Describe how scientists are able to measure the acidity of ocean water.
  • Explain how excess carbon dioxide in the atmosphere affects seawater.
  • Understand how human-caused ocean acidification impacts marine life.

Delivery Method:
An  e-learning module will be created. Slides will include educational  content that is supported with quizzes, videos and drag-drop interactions.