Abstract
A constructivist perspective on learning design emphasizes real-world complexities, with regard not only to subject matter but also to the technology that mediates learning. This chapter begins a disambiguation of the ADDIE model, an acronym for the learning design procedural sequence: analyze, design, develop, implement, and evaluate. The spotlight in this first-of-five chapter sequence is on analysis. Another acronym, OPUS, is used as a mnemonic in breaking down the analytical process into four components: observe, probe, unify, and stage. In the last instance, the gradual release of responsibility model is referenced as a framework for staging that reflects a constructivist orientation in which students are led toward becoming self-directed learners.
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Walling, D.R. (2014). Analyzing the Learning Environment. In: Designing Learning for Tablet Classrooms. Springer, Cham. https://doi.org/10.1007/978-3-319-02420-2_5
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DOI: https://doi.org/10.1007/978-3-319-02420-2_5
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