ADDIE Model

 

Overview 

The ADDIE model is a systematic framework for creating effective learning experiences, consisting of five interconnected phases: Analysis, Design, Development, Implementation, and Evaluation. It was originally developed in the 1970s by the Center for Educational Technology at Florida State University for the US Army and has since become popular for designing online courses due to its well-structured, comprehensive approach (Branson et al., 1975). 

The Analysis phase of the ADDIE model initiates the process by identifying learning needs, audience characteristics, and contextual factors to establish clear objectives. This is followed by the Design phase, where instructional designers create a blueprint for the learning experience, including content structure, strategies, and assessment plans. 

In the Development stage, the actual instructional materials are created based on the design specifications. The Implementation phase involves delivering the developed materials to learners through various methods, with ongoing support and monitoring. Finally, the Evaluation phase incorporates both formative and summative evaluations to assess the effectiveness of the instruction and make necessary improvements. These phases work together to create a comprehensive and iterative approach to instructional design (ADDIE Model, n.d.; Gardner, 2011; Treser, 2015).

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Analysis

Identify the learning needs, goals, audience, and constraints.

  • Conduct needs analysis to determine what learners need to know.
  • Analyze the learning environment, audience characteristics, and available resources.
  • Define learning objectives and determine the scope of the instructional content.

Design

Create a blueprint or detailed plan for the course or training program.

 

  • Develop instructional strategies to meet the objectives.
  • Select appropriate instructional methods, media, and delivery systems.
  • Design the course structure, content flow, assessments, and learning activities.
  • Create storyboards or prototypes to visualize the course design.

 

Development

Produce and assemble the content and learning materials.

 

  • Develop course materials, including text, multimedia, and interactive components.
  • Create assessments, quizzes, and evaluation tools.
  • Review and revise materials based on feedback from stakeholders or pilot testing.

 

Implementation

Deliver the course or training program to learners.

 

  • Prepare instructors and learners by providing the necessary training and resources.
  • Deploy the course materials on the chosen platform (e.g., LMS, classroom).
  • Monitor the rollout to ensure everything runs smoothly and address any issues that arise.

 

Evaluation

Assess the effectiveness of the course and identify areas of improvement. 

 

  • Conduct formative evaluation during each phase to gather feedback and make adjustments.
  • Perform summative evaluation after the course completion to measure the achievement of learning objectives.
  • Analyze learner performance data and feedback to refine and improve future iterations of the course.

 

Implications 

The ADDIE Model provides a structured approach that guides instructional designers through a systematic process, ensuring alignment between learning objectives, content, and assessments. It emphasizes the importance of analysis and evaluation, promoting data-driven decision-making in instructional design (Treser, 2015). The model's iterative nature allows for continuous improvement and adaptation to learner needs and organizational goals.

 

Strengths and Limitations 

In higher education, ADDIE's systematic approach can be particularly beneficial for developing comprehensive courses and curricula. However, its potential rigidity and time-intensive nature may pose challenges in fast-paced academic environments where rapid course updates or technology integration are necessary. Despite these limitations, ADDIE's emphasis on analysis and evaluation can contribute to the creation of high-quality, learner-centered educational experiences in higher education settings.

Strengths
Systematic approach: ADDIE provides a clear structure for creating comprehensive learning experiences
Flexibility: The model can be adapted to various educational contexts and subject matters
Alignment with objectives: It ensures that content and assessments are directly tied to learning goals
Limitations
Time-consuming: The thorough process can be resource-intensive, potentially slowing down course development
Potential rigidity: The structured approach may not always accommodate rapidly changing educational needs
Technology integration: ADDIE doesn't explicitly address the role of technology in modern learning environments

References:

ISFET (n.d.). ADDIE model. Washington, DC: International Society for Educational Technology.

Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., & Hannum, W. H. (1975). Interservice procedures for instructional systems development (Phases I, II, III, IV, V, and Executive Summary). US Army Training and Doctrine Command Pamphlet, 350. https://apps.dtic.mil/dtic/tr/fulltext/u2/a019486.pdf

dustyken. (2020, March 22). Brief history of instructional design [Video]. YouTube. https://www.youtube.com/watch?v=QameK4-4Sb8 

Gardener, J. C. (2011, October 18). The ADDIE evaluation phase [Video]. YouTube. https://www.youtube.com/watch?v=CBoI0wBo4vw 

Treser, M. (2015, September 30). Getting to know ADDIE (Parts 1-5). ELearning Industry. https://elearningindustry.com/getting-know-addie