Rethinking the instructional design model: Transforming from a face-to-face to a technology enhanced learning environment

Poster 19

Antoinette Mukendwa
Swinburne University of Technology

Antoinette Wentworth
Namibia University of Science and Technology

View this poster

Tuesday 5 December 3pm – 3.45pm

View the poster online [PDF]

Vote for this poster

This is poster number 19. Vote using the pink voting form in your name tag. Drop your voting form at the poster viewing session.


This poster introduces the ADDIL model an instructional design model borne out of research conducted by the online course development team at the Namibia University of Science and Technology after they observed a misconception in the conversion of content from face-to-face to a technology enhanced learning environment (TELE). The team had observed that ‘conversion’ simply implied the copying and pasting of content from existing print study guides into the Moodle learning management system rather than transforming the teaching and learning. This misconception resulted in the LMS being erroneously used as a repository. One way of ensuring that the value and benefits that TELE offers are felt, is in adequately aligning the instructional design model for transforming traditional face-to-face courses to an online format. Using a case-study research design, the findings from this study revealed that course developers went into this exercise with the face-to-face facilitation mind set. Time allocated to undertake such activities was underestimated, both teachers and students alike indicated that they required more time. Online learning skills required a paradigm shift, which was often a difficult challenge. Training on how to use the various tools available on Moodle for assessment became a focus and strategies on how to deliver the content was neglected. In considering all of the above, the ADDIL model was developed by incorporating existing ideas of which mainly were from the ADDIE model and supplemented by 4-SOP, ASSURE and the Morrison, Ross and Kemp models which further enhanced the student and teacher voice.

About the authors

Antoinette Mukendwa

Antoinette Mukendwa is a Learning Designer at Swinburne’s Learning Transformation Unit (LTU) were she is tasked with supporting academic staff in innovating and transforming their teaching practices. With a Master’s in Education degree specialising in Computer Integrated Education, she is currently pursuing a doctoral degree in eResearch and Technology enhanced Learning at Lancaster University in the UK. Antoinette’s research interests are academic staff development and support in higher education specifically in the use of- and integration of educational technology.

Antoinette Wentworth

Antoinette Wentworth is the Coordinator of Educational Technology at Namibia University of Science and Technologys’ Centre for Open and Lifelong Learning (COLL). She holds a Masters Degree in Educational Technology with a specialisation in Instructional Design from Arizona State University.