Abstract:
Higher education’s rapid shift to online teaching during the 2019 novel coronavirus (COVID-19) pandemic raises questions about the suitability of conventional learning design models and the Continuous Professional Learning and Development (CPLD) approaches used to support these during times of crisis. We explore, through an autoethnographic inquiry into one institution’s response to COVID-19 campus closures, the utility of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model of course (re)design (Dick et al., The systematic design of instruction, 6th edn. Allyn & Bacon, Boston, 2005) and crisis-specific training and support initiatives in preparing for Emergency Remote Teaching (ERT) (Hodges et al., The difference between emergency remote teaching and online learning. EDUCAUSE Review, 2020). We illustrate the pragmatic characteristics of learning design in such crisis-specific contexts, propose a version of ADDIE for Emergencies, and make recommendations for associated CPLD approaches to implementing this adapted version.