Instructional Design Model In The Philippines

Chapter 1 THE PROBLEM --- ITS BACKGROUND

Shipping is perhaps the most international of the entire world’s biggest industries worldwide. It stimulates import and export trade by providing sea transport of goods on massive scale which significantly depends on seafarers’ professionalism and competence maintaining safe shipping.
With the influx of demand workforce in shipping industry, more than a hundred of maritime institutions in the Philippines offer maritime courses such as Bachelor of Science in Marine Transportation, Bachelor of Science in Marine Engineering and Bachelor of Science in Naval Architecture, producing thousands of seafarers every year. Thus, Philippines, is considered as the “labor capital of the world”.
Filipinos are international

ADDIE. This is a systematic instructional design model consisting of five phases: analysis, design, development, implementation and evaluation. In this study, this model is used for the development of the whole study. Analysis. This is the first phase of the ADDIE model where the designer identifies the learning problem, the goals and objectives, the audience’s needs, existing knowledge, and other relevant characteristics. Content. This refers to the actual information to be learned. Design. This is the second phase of the ADDIE model where the designer devises the steps to achieve the goals, writing objectives for what should be taught, designing strategies and developing assessments. Development. This is the third phase of the ADDIE model. This is the actual creation (production) of the content and learning materials based on the design phase. Evaluation. This is the last phase of the ADDIE. It determines the significance or worth by careful appraisal and study. This phase evaluates the instructional design package. ESP. This term refers to English for Specific Purpose which combines subject matter and English language

Do teachers have to be instructional designers in addition to their traditional roles of classroom manager, presenter-lecturer, and mentor? Our definitive answers are “to some degree” and “it all depends.” By saying “to some degree,” we mean that textbooks, workbooks, basal readers, and other standard instructional resources rarely, is ever are sufficient to satisfy benchmarks and standards while keeping students engaged in interested. There are numerous occasions in which the need for teacher-developed materials-drill-and-practice exercises, remedial lessons, problem-based lessons, or even full pledged instructional units-arises. Knowing the basic principles of instructional design can help ensure that what is produced serves a necessary purpose, meets the needs of students, is attractive and well-organized, is delivered in appropriate mode, and is continually evaluated and