ADDIE Instructional Design Method

Assess

Evaluate Design

Implemen
Develop
t
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Approval Checklist
Design Preparation:
 Course Goal, Audience and Description
 Outline that builds upon each concept
 Learning Objectives
 Learning Strategies
Course Elements:
 Learning Objectives
 Course Introduction / WIIFM
 Content Slides according to Outline
 Instructional Strategies integrated
 Knowledge Checks
 Instructor Notes: Do / Say / Segue
 Applied Activity
 Reflection and Summary
 Color, Font, Style aligns to Style Guide
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Guide for the Design &
Development of Training

Kite Corporate Training

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Part 1: Kite Course Style Guide for Colors, Icons, Imagery & More

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Font & Theme

Font Theme Characters

Use Arial font. Modern, Life Characters are to
Science, Business be used in
For ILT, the minimum Professional theme. eLearning only.
font size should be 16
for content sections. Characters are
For eLearning, the business
minimum font size professional and/or
should be 11 for have a life lab-
content sections, science persona.
Images & Icons

Colors Images Icons

Icon colors should be Background images Icons should be
Kite’s dark blue or should be light. If not, flat / clean with
Kite’s light blue. be sure to add white generally a
rectangles to contrast solid Kite blue
Use the color picker the icons/text. color.
to sample the blue if
Content images will
need be.
add additional color to
the slides and that is
Use the Kite/Gilead
acceptable.
red for accent.
Imagery & Layout
Background Imagery
Choose images that relate to science and
medicine or an appropriate business
topic.
You can find free images from sites like
www.freepik.com and www.pixabay.com.
Layout
When not using characters, arrange
sections/icons/images to fill majority of
the slide. Create more sections/icons as
needed.
Color
Color Pallette
Palette

USE THESE COLORS

The primary colors should be more
blue tones while using the other colors
as accents.
While designing, you can just use the
eye dropper to sample these colors on
this slide.

2F61AD, 60B0FB, 595959, 443581, 3976AE,

3C1053, 7DC04E, F89B7C,
D73347

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Use of Icons
Graphics & Icons
When Possible
Try to incorporate icons to supplement the bullet
or paragraph on the slide. For example, if there
are three bullets or body of text, include three
separate icons as well.

Choosing Icons
Search for keywords for icons that reflects
the main point of the content, paragraph, or
bullet.

ON USING Transparent PNGs

ICONS
Use flat icons and line icons when inserting Be sure your icons are imported and PNGs
graphics to illustrate a bullet or paragraph. with transparent backgrounds.

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Use of Photos
Photos & Effects
CROPPING/Shadows
For photorealistic images, try to crop
them to be uniform with other
images when possible. Apply
shadows similar effect and
transparency.
 Transparency: 90%, Blur: 20pt,
Distance: 3
REMOVE BACKGROUND
When possible remove the background of
the image. Using Photoshop to do this is
ideal. This allows for more versatility in
designing the layout.
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HIGHLIGHT/CALLOUT
This is an example of a highlight on a
particular object in the picture. Use
similar drop shadow effects.
For Callouts, have them similar to the
ones shown above.
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Slide
Slide Layout
Layout and Style Tips

1 3

Create infographic
Use vector assets
style layouts when
and edit them in
possible.
Adobe Illustrator
Freepik.com has
and then import
some good example
them in the project.
to replicate. Leverage existing
Make sure there templates and
are enough white assets instead of
space on the creating design
layout to minimize from scratch.
cognitive burden.
However, there
can be exceptions.

2 4

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Part 2: Course Design & Development Process

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Course Design & Development Process
Course Objectives and Outline Course Content and Instructor Notes

5 6 5 6
Write detailed Instructor
Begin Course Select instructional In PowerPoint, create Begin Course Notes for each slide.
Synthesize learning using
strategies that reinforce placeholders for your an summative activity that
Design outcomes and enhance content sections Development Use the format: ties together multiple
learning according to your outline Do / Say / Segue learning objectives.

4 1 4
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1 Using your learning Write an introduction that Create 2-3 Knowledge
End lesson with reflective
Write down your primary objectives as the core will engage learner and Checks for each learning
and action-oriented
learning outcomes structure, craft your final provide job-related objective to ensure proper
activities
content outline context formation of concepts

3 2
2 3 If developing eLearning,
Create a skeleton outline, Create 3-7 content slides
Create a list of pre- Add content that includes use this core content and
and include 2-5 Learning for each learning course flow as your
requisite knowledge and the instructional strategies
Objectives for each objective, building on the foundation
skills determined in outline
progression of content previous concept

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Designing Your Course

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Course Design Process: Course Objectives and Outline

Create a
Pre- Skeleton
Instruction PowerPoin
Learning requisite Outline Final
al t content
Outcomes knowledge with Outline
Strategies sections
and skills Learning
Objectives

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Worksheet: Begin with the End Goal

 Identify the actual work your learners will

need to perform at the end of the course
 _________________________________
_________________________________
_________________________________
_________________________
 Write down the skills, concepts and
actions that need to be performed
 _________________________________
_________________________________
_________________________________
_________________________
 Craft 2-3 statements that communicate
the purpose of your course with others
 _________________________________
_________________________________
_________________________________
_________________________
 This will be your “elevator pitch” when
describing your course to others.

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Worksheet: List Pre-requisite Knowledge and Experience

 Consider what the learner should already

know prior to this training…
 Create a list of pre-requisite knowledge
and skills. And include the relevant Kite
documents
 __________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
 You will want to reference these as you
build the outline, so you relate the new
content to what the learners already
know

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Knowledge: Scaffold Concepts

 Scaffolding the objectives balances the

learners’ cognitive load and break
down concepts into meaningful chunks,
relative to the work tasks
 Scaffolding concepts builds upon
learners’ experiences and knowledge
 Think about how to build your content
so learners can later recall and apply

Remember Understand Apply Analyze Evaluate Create

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Worksheet: Brainstorm Your Outline with Objectives

 Write draft learning objectives and organize in the order the learning
should occur. Build upon learners' experiences and knowledge.
(This is your first draft, so treat is more like a brainstorm, than a
syllabus.)
 TIP: Start with what you want the learners to remember and
understand, then continue to what they should apply, on the job,
then if applicable add analyze, evaluate, and create objectives
Outline
 Remember:
___________________________________________
 Understand:
___________________________________________
 Apply:
___________________________________________
 Analyze:
___________________________________________
 Evaluate:
___________________________________________
 Create:
___________________________________________ 19
Knowledge: Clean Up Learning Objectives

 Ensure you have ~3-5 Learning Objectives for

each progression of content in your draft outline
 Course objectives are clear and concise
statements that describe what you intend your
students to learn by the end of the course
 Chose an action verb to start each of your draft
learning objectives
Remember Understand Apply Analyze Evaluate Create
Exhibit Demonstrate Solve Examine and Present and Compile
memory of understanding of problems to break defend information
previously facts and ideas new information into opinions by together in a
learning by organizing, situations by parts by making different way
material by comparing, applying identifying judgements by combining
recalling translating, acquired motives or about elements in a
facts, terms, interpreting, knowledge, causes. Make information, new pattern
basic giving facts, inferences and validity of or proposing
concepts, descriptions, techniques find evidence to ideas, or alternative
and and stating main and rules in a support quality of work solutions.
answers. ideas. different way. generalizations. based on a set
of criteria.

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Worksheet: Your Learning Objectives
Course objectives are clear and concise statements that describe what you intend your students to learn by the end of the course

 Ensure you have ~3-5 Learning Objectives for  Topic One Learning Objective: Remember xxxxxxx
A. ___________________________________________
each progression of content in your draft outline B. ___________________________________________
 Chose an action verb to start each of your draft  Topic Two Learning Objective: Understand xxxxxxx
learning objectives A. ___________________________________________
B. ___________________________________________
Remember Understand Apply Analyze Evaluate Create
Exhibit Demonstrate Solve Examine and Present and Compile  Topic Three Learning Objective: Apply xxxxxxx
memory of understanding of problems to break defend information A. ___________________________________________
previously facts and ideas new information into opinions by together in a B. ___________________________________________
learning by organizing, situations by parts by making different way
material by comparing, applying identifying judgements by combining
recalling translating, acquired motives or about elements in a  Topic Four Learning Objective: Analyze xxxxxxx
facts, terms, interpreting, knowledge, causes. Make information, new pattern A. ___________________________________________
basic giving facts, inferences and validity of or proposing B. ___________________________________________
concepts, descriptions, techniques find evidence to ideas, or alternative
and and stating main and rules in a support quality of work solutions.
answers. ideas. different way. generalizations. based on a set
 Topic Five Learning Objective: Evaluate xxxxxxx
of criteria. A. ___________________________________________
B. ___________________________________________
 Topic Six Learning Objective: Create xxxxxxx
A. ___________________________________________
B. ___________________________________________

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Course Objectives Template / Example Slide

Goal: Develop level competency to the Deviation Handling process. Provide education in the key process steps and
guidance in the handling of deviations.

Identify
what has changed
and why is it
important

Apply
List
requirements for the process for
deviation
deviation handling
management

Determine
Identify
which tools will best
the compliance
support your
requirements
deviation

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Use Instruction Strategically

Lecture  Using your learning objectives as the core

Explanations structure, organize your final content outline
Advanced organizers
 Choose instructional strategies that reinforce
Storytelling
learning outcomes and engage the learner
Guided Learning
Case Study  Document your choices on your outline
Scenarios
Demonstrations
Discussion
Guest Speaker
Worked Examples
Concept Maps
Prompts
Video / Animation

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Course Sections and Structure in PowerPoint
Create your content sections according to your outline in the PPT template. Chose the same Divider for each section
and rename according to your outline.

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Developing Your Course

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Course Development Process: Content and Activities

Instructor Reflection
Learning Course Content Instructional Knowledge Applied
Notes: Do / and
Objectives Introduction Slides Strategies Checks Activity
Say / Segue Summary

Use each of the following slides as a template for your design as desired. Reach out to your Instructional Designer for assistance as needed.

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The Learning Objectives
Learning objectives should be written from the learners perspective

Explain
high-level overview of
the Change Control
process
Determine
when a Change
Recognize Control record
regulatory is required
expectations
Explain governing Change
why Change Control is a Control
Identify critical component of a
what Change sound Quality System
Control is

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The Course Introduction
Write a course introduction that will engage learner and provide job-related context. Pull into your wording what you
wrote for your Course Goal.

 What is interesting about  How does it help our

this topic? company provide the best
product for our patients?
 Relate to something
learner already knows  Quality
something about  Timeliness
 And/or relate to real world  The Cure
situations

 How does this topic

connect to the learners job
or role?
 Specify process step or
task that this occurs
 Discuss the roles involved

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The Instructional Content

Create 1-3 slides for Add content to support the Add knowledge checks Add instructor notes to
each learning objective, instructional strategies you and activities to check get your knowledge
building on the previous chose in your outline. learning along the way documented for
concept to scaffold and then help learners consistent delivery of the
Lecture
learning. synthesize into daily material.
Explanations
work.
Advanced organizers
Storytelling
Guided Learning
Case Study Do Say
Scenarios
Demonstrations
Discussion
Guest
Speaker
Worked Examples
Concept Maps
Segue
Prompts
Video / Animation
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Topic 1

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Topic 1

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Topic 2

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Topic 2

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Topic 3

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Topic 3

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Knowledge Check
Create Knowledge Checks to ensure proper formation of concepts for each learning objective. Include correct answers
in the instructor notes.

Question 1 Question 2 Question 3 Question 4

[Example: You see two [Example: After removing the [Example: You have a spare [Example: In addition to
expiration date stickers on cooling engine from the cooling engine, so what checking the expiration date
the NanoCool shipper. shipper, where should you should be your next step?] on the NanoCool shipper,
Which of the two dates place it?] what other expiration date
should you use?] must you check?}

ANSWER: [Include
ANSWER: [Example: On ANSWER: [Example: ANSWER: [Example:
specific feedback to help
a clean, flat, stable Contact Kite Konnect] The expiration date on
direct/redirect learners to
surface] the temperature
the right answers
monitoring device]
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The Applied Activity
Synthesize learning using summative applied activities. These activities tie together multiple learning objectives.

INTERACTIVE EXAMPLE  Create a real world

scenario to
Based on what you have learned troubleshoot a
about Invalid Assays identify the
problems on the
problem
Invalid/Terminated Assay Log
below (Hint: there are 4).
 Test decision
making by
presenting a
Title is incomplete problem that
Review not completed on the
requires analysis
same day
 Role play a process
Entry not logged within 24 hours
that requires
Did not record whether assay handoffs and
was terminated
signatures

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The Instructor Notes
Write detailed Instructor Notes in the notes section of the PowerPoint for each slide in the following format:

Do
• Describe what actions the
instructor takes to meet the
learning objectives. Segue
• You can use this section to add • Create a coherent flow by
instructions on when to providing connection to the
animate in certain onscreen next slide.
objects. • Example: We just talked
about how to use the
instructor notes, let’s now
discuss how to check for
Say learning throughout your
course.
• This is basically the script of
what the instructor will say to
the learners. It provides a
foundation for consistent
quality teaching.

Give detailed instructions that connect to learning outcomes. 38

The Refection, Summary and Additional Resources
End lesson with reflective and action-oriented activities

 Have learners
paraphrase what they Recognize your role …..
learned
 Connect learning to
Be mindful of how your tasks affect…
patient and quality
culture and Kite values
 Present best practices Utilize the SOP and information
and provide a list of learned in this course as you …..
resources
 Have learners proclaim Always keep the patient first in mind
what they will do next every step you perform!

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Design / Development Summary

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Course Design & Development Review
Course Objectives and Outline
 Write down your primary learning outcomes
 Create a list of pre-requisite knowledge and
skills
 Create a skeleton outline, and include 2-5
Learning Objectives for each progression of
content
 Using your learning objectives as the core
structure, craft your final content outline
 Select instructional strategies that reinforce
outcomes and enhance learning
 In PowerPoint, create placeholders for your
content sections according to your outline
Course Content and Instructor Notes
 Write an introduction that will engage learner and provide job-
related context
 Create 3-7 content slides for each learning objective, building on
the previous concept
 Add content that includes the instructional strategies determined
in outline
 Create 2-3 Knowledge Checks for each learning objective to
ensure proper formation of concepts
 Write detailed Instructor Notes for each slide. Do / Say / Segue
 Synthesize learning using an summative activity that ties
together multiple learning objectives.
 End lesson with reflection, summary
 Provide additional resources
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Part 3: eLearning Style Guide

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Designing with White Space
white space minimizes learner cognitive burden

White space has been proven to increase
comprehension up to 20%
1. White space helps create mental maps
2. The Law of Proximity states that images
near to each other appear similar
3. The power of white space comes from the
limits of human attention and memory
4. The amount of strain an interface design
creates is called “cognitive load.”
White space can be broken down into
four elements:
1. visual white space (space surrounding
graphics, icons, and images)
2. layout white space (margins, paddings,
and gutters)
3. text white space (spacing between lines
and spacing between letters)
4. content white space (space separating
columns of text)

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Multimedia Design Elements (Storyline)
5
UI FEATURES

1 Seeker / Slider

2 Back/Next buttons

3 CC button

4 Audio controls

5 Table of contents

3 2
1
4

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Multimedia Design Elements (Captivate)

5
UI FEATURES

1 Back/Next buttons

2
Pause/Rewind/Replay
buttons
3 Audio control

4 CC button

5 Exit/Back to beginning
buttons

5 4 2 3 1

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Content & Slide Design Elements: Captivate

COVER SLIDE & CONTENT SLIDES

The cover slide will typically have an animated video
background along with the proper title. An on-screen button
will advance to the navigation screen. The screenshots on the
right are some examples of content slides.

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Content & Slide Design Elements: Storyline

COVER SLIDE & CONTENT SLIDES

Similar to Captivate, the cover slide will typically have an
animated video background along with the proper title. An on-
screen button will advance to the navigation screen. The
screenshots on the right are some examples of content slides.

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Animations and Syncing (Storyline)
22 11 Syncing with VO
Sync onscreen objects
with the voice over
narration so that they
appear with the
narration mentions the
11 concept

Animations
22
Add entrance
animations to the
objects. The “Fade”
and “Fly In” are
generally good

11

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Animations and Syncing (Captivate)
11 Syncing with VO
Sync onscreen objects
with the voice over
narration so that they
appear with the
11 narration mentions the
concept

Animations
22
Add entrance
animations to the
objects. The “Fade” is
generally good when
developing in Captivate
11

22

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Please contact Theresa Frost with any questions.
tfrost1@kitepharma.com

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 Additional Slides

Extra Information

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Course Design Theory
Scaffolding Concepts and Skills for On-the-Job Confidence

Synthesis: Design content for critical-thinking when faced with job situations

3
that require evaluation and decision-making

Application: Design content that can be applied to specific job tasks

and situations
2
Comprehension: Design content to acquire knowledge for

1
immediate cognitive recall

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Content Build-Up Guidance
The following sections will enable sound instructional flow for learning

• Background, context & lesson overview

• Learning objectives…By the end of this section, you will be able to…(know, do, apply etc)
Start:

• Content ‘chunked’ into digestible sub-sections

Course • Scenarios / Case Studies (bring to life the theoretical content just covered)
Content:

• Knowledge Assessment (couple of relevant quiz questions to test knowledge)

• Summary of key points / Learning objectives re-visited (to assess learner achievement)
• Questions
Finish: • Closure: next steps / After Action Review (AAR) / further support & resources

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Correct Learning Objectives Structure
Instructional Designer will help you fine tune the structure as needed

the conditions under which

Write the skill (action verb) to the student will perform the the criteria in
be performed... skill or demonstrate which it must be
knowledge… performed.

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Remembering Understanding Applying Analyzing Evaluating Creating
Choose Classify Apply Analyze Assess Adapt
Define Compare Build Assume Choose Build
Find Contrast Choose Categorize Compare Change
How Demonstrate Construct Classify Conclude Choose
Label Explain Develop Compare Criteria Compile
List Extend Experiment with Conclusion Criticize Compose
Match Illustrate Identify Contrast Decide Construct
Name Infer Interview Discover Deduct Design
Omit Interpret Make use of Dissect Defend Develop
Recall Outline Model Distinguish Determine Discuss
Relate Relate Organize Divide Estimate Elaborate
Select Rephrase Plan Examine Evaluate Estimate
Show Show Select Function Explain Formulate
Spell Summarize Solve Inference Importance Improve
What Translate Utilize Inspect Interpret Modify
When List Justify Plan
Where Motive Measure Predict
Which Relationships Prioritize Propose
Who Simplify Prove Solution
Why Survey Rate Solve
Take part in Recommend Suppose
Test for Select Test
Theme Support

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Instructional Strategies to Enhance Instruction
Instructional Strategy When to Use
 Using your learning objectives
Lecture Introduce new content and present in a logical formation to the learner. as the core structure,
Explanations
The use of materials such as visual images, graphic organizers, animated videos, audio files organize your final content
and other technological features can make explanations more engaging, motivating and
 
meaningful for student learning. outline
Tools that organize information in a way that helps learners understand new and complex
Advanced organizers
content. (Venn diagrams, Flow charts, Rubrics)  Be sure to use instructional
Storytelling
Get learners attentions, relate to a general concept, reinforce real-world consequences,
attitude changes.
scaffolding to systematically
build on learners’ experiences
Guided Learning Introduce software or process steps, step by step. and knowledge as they
Case Study Use critical thinking to analyze concepts. Good for safety and quality concepts.
are learning new skills
Scenario-based Setup real-world scenarios to apply concepts. Good for compliance concepts.  Choose instructional
Trainer demonstrates new steps and tasks for the learner to observe. Instructors demonstrate
strategies that reinforce
Demonstration
desired behavior, knowledge or task to students. learning outcomes and
Discussion
Synthesize new concepts through sharing and listening to others process the new engage the learner
information.

Guest Speaker Listening to others perspectives and experiences encourages critical thinking.
 Document your choices on
your outline
Worked Examples A worked example is a step-by-step demonstration of a complex problem or task.

Graphical tools for organizing, representing and displaying the relationships between
Concept Maps
knowledge and concepts.

Prompts
A physical or verbal cue to aid recall of prior or assumed knowledge. Write these into the 56
instructor notes.
Key Development Principles: Stay Focused - Content
- Record course title, code, & version on the cover slide

- Material should be related to learning objectives (Is it a nice to know or need to know?) - Remove the nonessential.
Non essential or nice to have information can be contained in additional supporting materials

- Have a solid structure / clear theme

- Make it “concrete” with examples from day to day job

- Maintain consistency: keep terminology/words consistent, inconsistent wording can lead to confusion (e.g. Corrective
Action, CAPA, Remedial Action – Could all be referring to the same concept or completely different ones)

- Cognitive load: “Magic number is 7 plus or minus 2”, learners can remember between 5 and 9 items at one time.

- Do not just copy and paste text from the source document. Explain the content in less formal terms so that you engage
the audience. (If there is a need for more text … it can be put in the notes page area)

- Write speaker notes to make sure that training is delivered in a consistent way (and to avoid overloading slides).

- Always include contact details of the course owner or addition resources who can be contacted if anyone needs
further information

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Key Development Principles: Stay Focused - Learners
 Always ensure that the information is matched to the audience.

 Put the audience first:

- Areas of responsibility
- Previous and related experience on topic
- Learning styles
- Communication preferences
- Motivation and attitude toward subject
- Education level
- Audience profiles/roles/responsibilities
- Location

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Slide Build-Up Guidance (1/2)
 Make your titles headlines, not descriptions (many people only read the slide title, make the best use of it!)

 Let the titles tell the story: if you read only the titles, it should tell a story. If it doesn't, change or re-order your slides

 The most important parts of the slide are: 1) title, 2) upper left, and 3) bottom

 Give your audience a roadmap: people like to know where you are headed

 Vary your format: people like order but also variety. Changing pace and visual rhythm will keep your audience
engaged

 Think of your slide as an onion: there are multiple layers of the story to tell. Don’t forget bubbles, call-out and take-
aways

 Use few words/texts on screen, prefer images, graphics, process flow, charts, schema, tables, comparison slides,
do’s and don’ts…

 Use divider slides

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Slide Build-Up Guidance (2/2)

Use the notes page to record:

- The speaker script i.e. the messages to be delivered for each slide and
how they should be delivered
- A detailed description of each Learning Activity including what to do before, during and after
learning sessions
- Tips & Tricks to engage learners
- Best practices to share with the learners
- Useful examples / practical business situations to illustrate/exemplify the content;
- Additional resources if any (link to useful document(s), intranet pages, videos….).
- In general count +/- 3 minutes per slide (e.g. for a 15 minute training not more than 5 slides).
Indeed ... ‘Less is Really More!’

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Scenario’s / Case Studies

 Ensure relevancy

 Bring to life the theoretical content covered previously

 Try to avoid the obvious

 Use appropriate pacing, varying the number of examples / problems, interactions, or

exercises used with an idea or concept – more complex concepts may need more
examples, etc…

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