{"id":14,"date":"2017-08-29T21:46:24","date_gmt":"2017-08-29T21:46:24","guid":{"rendered":"https:\/\/educationaltechnology.net\/?p=14"},"modified":"2018-12-16T07:53:45","modified_gmt":"2018-12-16T07:53:45","slug":"the-addie-model-instructional-design","status":"publish","type":"post","link":"https:\/\/educationaltechnology.net\/the-addie-model-instructional-design\/","title":{"rendered":"ADDIE Model: Instructional Design"},"content":{"rendered":"
For many years now, educators and instructional designers<\/a> alike have used the ADDIE Instructional Design (ID) method as a framework in designing and developing educational and training programs. \u201cADDIE\u201d stands for A<\/strong>nalyze, D<\/strong>esign, D<\/strong>evelop, I<\/strong>mplement, and E<\/strong>valuate. This sequence, however, does not impose a strict linear progression through the steps. Educators, instructional designers and training developers find this approach very useful because having stages clearly defined facilitates implementation of effective training tools. As an ID model, Addie Model has found wide acceptance and use.<\/p>\n <\/a><\/p>\n Most ID models\u00a0are variations<\/a> of the ADDIE model.<\/p>\n The concept of Instructional Design can be traced back to as early as the 1950s. But it wasn\u2019t until 1975 that ADDIE was designed. Originally developed for the U.S. Army by the Centre for Educational Technology at Florida State University, ADDIE was later implemented across all branches of the U.S. Armed Forces.<\/p>\n The ADDIE model was based on an earlier ID model, the Five Step Approach, which had been developed by the U.S. Air Force. The ADDIE model retained this five-step feature, and included many sub-stages within each of the five broad phases. Due to the hierarchical structure of the steps, one had to complete the process in a linear fashion, completing one phase before starting the next.<\/p>\n Practitioners over the years have made several revisions in the stages of the original hierarchical version. This has made the model more interactive and dynamic. It was in the mid-1980s that the version similar to the current version appeared. Today, the influence of the ADDIE method can be seen on most ID models being used.<\/p>\n <\/a> The Analysis phase can be considered as the \u201cGoal-Setting Stage.\u201d The focus of the designer in this phase is on the target audience. It is also here that the program matches the level of skill and intelligence that each student\/participant shows. This is to ensure that what they already know won\u2019t be duplicated, and that the focus will instead be on topics and lessons that students have yet to explore and learn. In this phase, instructors distinguish between what the students already know and what they should know after completing the course.<\/p>\n <\/a><\/p>\n Several key components are to be utilized to make sure analysis is thorough. Course texts and documents, syllabi and the internet are to be employed. With the help of online materials such as web courses, a structure can be determined as the primary guide for the syllabus. At the end of the program, instructional analysis will be conducted to determine what subjects or topics are to be included. The Analysis Phase generally addresses the following issues and questions:<\/p>\n This stage determines all goals, tools to be used to gauge performance, various tests, subject matter analysis, planning and resources. In the design phase, the focus is on learning objectives, content, subject matter analysis, exercise, lesson planning, assessment instruments used and media selection.<\/p>\n <\/a><\/p>\n The approach in this phase should be systematic with a logical, orderly process of identification, development and evaluation of planned strategies which target the attainment of the project\u2019s goals. It should follow a very specific set of rules, and each element of the instructional design plan must be executed with attention to detail. Being a stickler for the details is crucial to the success of the design stage. This systematic approach makes sure that everything falls within a rational and planned strategy, or set of strategies, that has the ultimate goal of reaching the project\u2019s targets. During the design stage, the IDs need to determine:<\/p>\n The Development stage starts the production and testing of the methodology being used in the project. In this stage, designers make use of the data collected from the two previous stages, and use this information to create a program that will relay what needs to be taught to participants. If the two previous stages required planning and brainstorming, the Development stage is all about putting it into action. This phase includes three tasks, namely drafting, production and evaluation.<\/p>\n <\/a><\/p>\n Development thus involves creating and testing of learning outcomes. It aims to address the following questions:<\/p>\n The implementation stage reflects the continuous modification of the program to make sure maximum efficiency and positive results are obtained. Here is where IDs strive to redesign, update, and edit the course in order to ensure that it can be delivered effectively. \u201cProcedure\u201d is the key word here. Much of the real work is done here as IDs and students work hand in hand to train on new tools, so that the design can be continuously evaluated for further improvement. No project should run its course in isolation, and in the absence of proper evaluation from the IDs. Since this stage gains much feedback both from IDs and participants alike, much can be learned and addressed.<\/p>\n <\/a><\/p>\n Design evaluation is done in the implementation phase. Designers play a very active role in this stage, which is crucial for the success of the project. Developers should consistently analyze, redesign and enhance the product to ensure effective product delivery. Meticulous monitoring is a must. Proper evaluation of the product, course or program, with necessary and timely revisions, is done in this phase. When instructors and learners actively contribute during the implementation process, instantaneous modifications can be made to the project, thus making the program more effective and successful.<\/p>\n The following are examples of what can be determined:<\/p>\n The last stage of the ADDIE method is Evaluation. This is the stage in which the project is being subjected to meticulous final testing regarding the what, how, why, when of the things that were accomplished (or not accomplished) of the entire project. This phase can be broken down into two parts: Formative and Summative. The initial evaluation actually happens during the development stage. The Formative phase happens while students and IDs are conducting the study, while the Summative portion occurs at the end of the program. The main goal of the evaluation stage is to determine if the goals have been met, and to establish what will be required moving forward in order to further the efficiency and success rate of the project.<\/p>\nAddie: Stages<\/h2>\n
\nThe five components of the Addie Model are:<\/strong><\/p>\nA<\/strong>nalysis<\/h2>\n
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D<\/strong>esign<\/h2>\n
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D<\/strong>evelopment<\/h2>\n
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I<\/strong>mplementation<\/h2>\n
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E<\/strong>valuation<\/h2>\n