Using the ADDIE model to create a Resource Repository

Recently, I took on a project to help streamline the completion of non-teaching related tasks for a group of 95 Fine Arts Staff (and a handful of administrators). As learning designers, we often get caught up in creating the most immersive and interactive experiences, and while I love those projects, sometimes the need is far simpler: clarity and accessibility.

The ADDIE model is a great way to keep projects grounded, ensuring that, as learning designers, we always start with a focused needs analysis and clear learning objectives. In this case, the best fit was creating a reliable, 24/7 repository to handle the mountain of complex, non-teaching administrative tasks faced by the staff. I had so many big ideas for creating experiences to help train staff on procedure efficiency, but then I remembered they do not have the time for more time-consuming training. The truth is that sometimes simple job guides and task lists are a more effective way to reach project goals than a flashy, interactive learning experience.

Since these kinds of resource projects don't always get showcased, I wanted to share my experience. I'll walk through my process using the ADDIE framework, breaking down how we went from an overwhelming problem to a streamlined solution. (Note: I've replaced staff names with position titles for this public blog post!)

Analyze

The primary challenge I sought to address was the significant administrative burden placed on our 95 Fine Arts staff. Educators are responsible for extensive non-teaching duties, including event planning, vendor management, budget reconciliation, travel booking, instrument and kiln repairs, and complex financial paperwork, all without dedicated time to complete these duties.

This lack of standardized, easily accessible information created a major bottleneck: the Fine Arts Coordinator (our SME) was inundated with assisting 95 staff with various processes, all while completing his own required job tasks. He constantly spends time answering repetitive questions and guiding staff (myself included, often asking, "Where do I find this form again?"). This effectively prevented the SME from focusing on his strategic, core responsibilities. The need was further compounded by frequent changes in administrative staff and internal procedures/forms.

To conduct the Analysis phase, I consulted directly with the Fine Arts Coordinator and spoke with over half of the Fine Arts Educators. Our goal was to systematically pinpoint the critical gaps in documentation and determine the exact resource needs that would help to solve the identified issues. You can take a look at my analysis document here:

Analysis Document

Design

After conducting the analysis, we agreed that a Resource Repository or "Hub" would be the best way to make sure staff had access to this. The technology and curriculum departments opened a Canvas LMS course for this purpose, making the Fine Arts Coordinator and me the administrators of this course. All district staff are familiar with Canvas, which made it an easy way to make sure all staff had access, and there was no learning curve to access the information in the Hub. Check out my full design document:

Design Document

Project Goal

Fine Arts Staff will be able to efficiently locate and implement the administrative resources (forms, procedures, and guidelines) necessary to fulfill their non-teaching responsibilities, thereby ensuring procedural compliance and reducing dependence on the Fine Arts Coordinator.

Develop

Course Shell

I laid out and created the modules and pages for this course in Canvas LMS. At this point, I also circled back with the SME to get copies of some more forms and information that were needed, and for approval on the outline of the course information.

Banners & Buttons

I used Adobe Express to create a main banner for the Fine Arts Hub, following district branding guidelines for main colors, fonts, and logos where applicable. From this main banner, I created individual banners for each module, changing assets on the banners to fit the theme of each module. Then I created buttons without additional elements (since they would be smaller and I felt additional assets would make them difficult to read).

This was all created with the idea of keeping the course not only visually pleasing, but also easy to follow and find information on the fly. Educators don't have much time to complete these tasks, and the banners and buttons should help them find what they need quickly and efficiently.

Course Content

"How-To" Guides were created with Adobe Express (with printable versions available for staff who would like to keep a paper copy on their bulletin board for easy access).

Titles of positions rather than specific names are used in the guides to keep them evergreen. Buttons on the page link to the forms needed and the Google Form contact list, so the information will stay current in the Canvas course.

Accessible text steps with links are also included at the bottom of each page for those unable to access the visual files.

I used HTML editing within Canvas to create tables and organize information and links, using district brand colors. This way, staff can find what they are looking for quickly. Each module link is followed by a list of content available in the module to make course navigation simple, even for new staff who may not be familiar with Canvas.

Other course content includes an embedded micro-learning created with Articulate Rise, "how-to" videos created with Camtasia, Articulate Storyline, and Vyond. See the Fine Arts Hub Project page on my website to access these!

Implementation

The Fine Arts Hub course was rolled out to all 95 Fine Arts Staff, the district superintendent, and other relevant administrative staff. It was announced in the weekly Fine Arts Newsletter by the Fine Arts Coordinator, and then I sent the invitations from Canvas.

Within the course, and also sent via Newsletter, staff have the option to fill out a feedback form to request information on topics not yet covered in the course, and to offer content they may have created that could be helpful to the Fine Arts Staff as a whole.

The implementation phase also includes a 45-minute professional development session that I am facilitating to introduce everyone to the Hub and help answer questions about any materials in the Hub. This will also help guide future iterations.

As the course administrator, I am able to see who is accessing the course frequently and make sure we are meeting the needs of all fine arts staff and their respective subject areas.

Evaluation

The effectiveness of this course/repository will be evaluated by:

Fine Arts Coordinator/SME:

Do you have more time for your job-specific tasks?

Stakeholders/Admin:

Are the correct forms being submitted and following the correct procedure?

Are you spending less time communicating with staff to make corrections?

Learners:

Are you able to find what you need in the course?

Are you spending less time on non-teaching tasks?

Feedback will be collected in a variety of ways, including large PD sessions, individual meetings/conversations, and Google forms.

Final Thoughts & Experience

I learned some important things during this project, most importantly to stay focused on the process! Sometimes I began to get carried away with creating deliverables to embed, I had to remember to press pause and wait for my next meeting with the SME to make sure content was correct before exporting and embedding into the course.