Abdulrahman Algriwi

Scenario:
I am currently working in one of the schools of the Saudi Ministry of Education, which has been facing a problem since the beginning of the Corona pandemic. It was noted that teachers did not use open learning resources in the classroom. Open Educational Resources (OER) are freely accessible teaching, learning, and study resources that allow for' dissemination and modification as well as collaboration with others to reuse them. Open Educational Resources include many resources, such as free textbooks, instructional materials, audio and video tutorials, assessments, computer programs, and many other tools or technology, are available for free use and are used in the transfer of knowledge and have a direct effect on teaching and teaching methods. The Saudi Ministry of Education seeks to solve this problem in order to create an educational environment characterized by quality and rich in interaction.

Current Project:

Quarterly statistics for the year 2021 for all teachers and facilities of the Ministry of Education in Saudi Arabia confirmed that only 35% of teachers use open educational resources during the fall semester of 2020. This rate does not correspond to the rate set by the Ministry of Education in the capital, Riyadh, at 60%. In the context of helping to find a solution to bridge this gap and striving to create an educational environment characterized by quality and rich in interaction, work is underway to identify the problem and seek to develop a plan to address it.

Application of IDD&E principles

ADDIE is a worthy framework to walk through this situation because it is a general problem-solving process and the most widely used model in instructional design.

1. Analysis:
To understand how to locate a "need" or "gap" in the professional development and training process that will help solve the issue, the instructional designer would need to develop a forward analysis strategy to discover the need or inefficiency that will strengthen the training process. To fully understand the context of a problem, it is necessary to identify the root causes of the problem in order to find a solution rather than simply treating the symptoms. A faulty diagnosis of the problem's root cause can result in a waste of time and resources. Depending on the nature of the problem, it may be necessary to gather comprehensive information from multiple sources in order to perform a front-end analysis that contributes to the identification of the problem's causes and the provision of appropriate solutions. Many factors, such as time, money, and politics, influence the best data collection method and must be taken into account. As a result, the survey questionnaire, interviews, and document analysis are appropriate tools for implementing Training Needs Assessment (TNA) strategies in this situation to achieve all of TNA's goals, which include optimal, actual, feeling, causes, and solutions.

2. Design.
At this point, the team must devise a strategy to close the identified performance gap. All solutions or strategies must be approved by the project stakeholders. The team in charge of the design phase should decide on the following: What content is appropriate for resolving the performance issue? What method should be used to provide instruction? (For example, asynchronous/synchronous online learning, the classroom method, work aids, and so on.) When the design stage is finished, the responsible team can move on to the development stage.

3. Development.
The team should begin the course development phase after defining the method, approach, and structure of instructions to bridge the performance gap. The team will work hard at this stage to create educational materials, lessons, videos, or other specific media. Personal or virtual instructions, as well as functional aids such as brochures and blueprints, can help keep users informed for many tech projects.

4. Implementation.
The responsible team should begin implementing the instructions after developing appropriate instructions. The first stages of training begin at this point. Training methods include in-person, online, and other modes of instruction. Users are provided with a glossary of terms, business aids, or other tools such as websites and training videos. During this stage, as with all others, the responsible team must assess the learner's knowledge and prepare to make changes to the analysis, design, or educational tools created.

5. Evaluation.
 
Formative Evaluation
Users, coaches, and the response team can return to any stage at any time at this point. At critical junctures, the model is also used to make formative assessments. Throughout the process, the evaluation phase is ongoing. Its goal is to ensure that all learning objectives meet the requirements of the business. The training professional also establishes on-the-job performance objectives and ensures that business requirements are met.
 
Summative Evaluation
The final step is the evaluation. There are still many points available after continuous evaluation during this and the previous stages. There is less concern about whether the process has been completed or whether the beneficiaries' skills will be developed. When it reaches this stage, there can be a high level of confidence in the final product's success, but only success confirms this achievement.
 
Knowledge Gains:
I can now confidently state that all of the courses I've taken have uniquely qualified me to work on a variety of institutional projects (both instructional and non-instructional). My abilities in analysis, design, development, and evaluation have greatly aided my handling of a variety of instructional and non-instructional problems.

Personal Reflection:
 After completing my master's degree, I aspire to move to the Training and Development Center of the Saudi Ministry of Education. I feel very confident practicing as an instructional designer and practicing real problems. I hope to have the opportunity to help my fellow teachers to practice better teaching.