Basic Courses of Design Major Based on the ADDIE Model: Shed Light on Response to Social Trends and Needs

Abstract

Social innovation leads to more diverse methods for design education, which helps design education response to social trends and needs. Social change has brought about the transformation of teaching objects for design education courses, which can provide the public with more opportunities to recognise and understand design. Through the introduction of the ADDIE (analysis, design, development, implementation, evaluation) model in teaching design pattern through social innovation, this paper explores the system design construction of a design education course. Using the teaching practice for the course “Three-dimensional Composition” in the product design major at Tianjin University of Technology as an example and relying on a process of analysing, designing, developing, implementing and evaluating, this paper launches a design plan for design education courses. Students’ learning satisfaction is used to measure the course design, and the latest course works of applied research results in 2020 will be displayed to show students’ self-confidence and satisfaction after class. The research described in this paper attempts to construct the teaching design of design courses based on the ADDIE model. It is intended to analyse the multi-dimensional connection of design education: meeting the expectations of college students seeking to acquire design knowledge and social experience, cultivating students’ interest, and enhancing their design achievement and confidence. Moreover, this paper seeks to shed light on ways to reform design course teaching so that the design education results are more in line with the needs and expectations of the times and society.

Using ADDIE model to develop learning materials of the test of English proficiency in Edmodo

“…It corresponds with the previous study done by Moradmand et al (2014) that the design phase should contain particular objectives, learning activities, pedagogical strategies, and materials. Moreover, this recent study also correlates with a previous study conducted by Tu et al (2021). They showed that content design involves teaching method, time duration of teaching, and arrangement of some stages of teaching application.…”

“…It consists of five phases, including analyzing, designing, developing, implementing, and evaluating. According to Tu et al (2021), the analysis is the phase when the needs of the learning and students are investigated. The analysis can be in the form of observation or survey.…”

The Development of Augmented Reality to Improve Critical Thinking and Digital Literacy Skills of Elementary School Students

“…This stage consisted of several steps, including a) developing a design framework for learning media and instruments made in the previous stage, which experts then validated, and b) assessing learning media carried out by competent experts in the field of media, materials, and language as well as being able to provide criticism and suggestions for better media preparation, and c) revising the media that experts had validated based on considerations and suggestions and criticisms from media, material and language experts. Development in the ADDIE development research model contained activities to realize product designs that had previously been made (Tu et al, 2021). A conceptual framework for implementing a new product had been developed in the previous stage.…”

Increasing students’ engagement: The use of new instructional designs in English literature online courses during COVID-19

“…Moreover, Abernathy (2019) claims that by using the model, teachers develop both the participation and learning of their students. In fact, using ADDIE when designing an online course of their own, Tu et al (2021) found students were more satisfied and less insecure about the subject. For these reasons, many teachers and lecturers have adopted the ADDIE model.…”