13 Il sostegno della Commissione europea alla produzione di questa pubblicazione non costituisce un'approvazione del contenuto, che riflette esclusivamente il punto di vista degli autori, e la Commissione non può essere ritenuta responsabile per l'uso che può essere fatto delle informazioni ivi contenute. Convenzione di sovvenzione: 2020-1-DE03-KA226-SCH-093410 Phase 1. Analysing Based on the ADDIE model, we first need to conduct a thorough analysis of the following: A. The instructional goals. This refers to the overall goal/mission of our instruction and learning. To set a goal, it is important to identify what is missing, the main “problem” for which the instruction will be a solution (e.g., an instruction that will develop students’ linguistic competence). Needs assessment can assist in this process; we analyse results from previous experiences with the students, or identify the requirements needed for a specific programme. B. The instructional method. To achieve the goal set, we need to identify the appropriate methods of instruction. Since there are many instructional strategies in the literature, we need to select those that respond to the characteristics of the subject matter to be taught. The same process includes determining the method of delivery that usually fits the subject (e.g., completely online or blended, self-paced etc.) along with the characteristics, and any limitations of the learning environment that needs to be created. In an online setting, the interaction among the participants takes various forms. The reciprocal communication is based on multiple asynchronous dialogues (e.g., in forums) which are interrupted by short or long breaks in participants’ response time (from some minutes to days). The dialogues
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