ADDIE Phases
• Analyze – analyze learner characteristics, task to be learned, etc.
• Design – develop learning objectives, choose an instructional approach
• Develop – create instructional or training materials
• Implement – deliver or distribute the instructional materials
• Evaluate – make sure the materials achieved the desired goals
Analysis Phase
In the analysis phase, the instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner's existing knowledge and skills are identified.
Below are some of the questions that are addressed during the analysis phase:
• Who are the learners and what are their characteristics?
• What is the new behavioral outcome?
• What types of learning constraints exist?
• What are the delivery options?
• What are the online pedagogical considerations?
• What are the Adult Learning Theory considerations?
• What is the timeline for project completion?
Design Phase
The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan needs to be executed with attention to details.
These are steps involved in design phase:
- Document the project's instructional, visual and technical design strategy
- Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, and psychomotor).
- Design the user interface and user experience
- Create prototype
- Apply visual design (graphic design)
Development Phase
The development phase is where instructional designers and developers create and assemble the content assets that were blueprinted in the design phase. In this phase, storyboards and graphics are designed. If elearning is involved, programmers develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to the feedback received.
Implementation Phase
During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners includes training them on new tools (software or hardware) and student registration.
This is also the phase where the project manager ensures that the books, hands-on equipment, tools, CD-ROMs and software are in place, and that the learning application or website is functional.
Evaluation Phase
The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users which were identified
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Rapid prototyping
A sometimes utilized adaptation to the ADDIE model is in a practice known as rapid prototyping.
Proponents suggest that through an iterative process the verification of the design documents saves time and money by catching problems while they are still easy to fix.
This approach is not novel to the design of instruction, but appears in many design-related domains including software design, architecture, transportation planning, product development, message design, user experience design, etc. In fact, some proponents of design prototyping assert that a sophisticated understanding of a problem is incomplete without creating and evaluating some type of prototype, regardless of the analysis rigor that may have been applied up front.
In other words, up-front analysis is rarely sufficient to allow one to confidently select an instructional model. For this reason many traditional methods of instructional design are beginning to be seen as incomplete, naive, and even counter-productive.
However, some consider rapid prototyping to be a somewhat simplistic type of model. As this argument goes, at the heart of Instructional Design is the analysis phase. After you thoroughly conduct the analysis - you can then choose a model based on your findings. That is the area where most people get snagged they simply do not do a thorough-enough analysis.
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Dick and Carey
Another well-known instructional design model is The Dick and Carey Systems Approach Model.The model was originally published in 1978 by Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction.
Dick and Carey made a significant contribution to the instructional design field by championing a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction.
According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes”. The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows:
• Identify Instructional Goal(s)
• Conduct Instructional Analysis
• Analyze Learners and Contexts
• Write Performance Objectives
• Develop Assessment Instruments
• Develop Instructional Strategy
• Develop and Select Instructional Materials
• Design and Conduct Formative Evaluation of Instruction
• Revise Instruction
• Design and Conduct Summative Evaluation
With this model, components are executed iteratively and in parallel rather than linearly.
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Instructional Development Learning System (IDLS)
Another instructional design model is the Instructional Development Learning System (IDLS). The model was originally published in 1970 by Peter J. Esseff, PhD and Mary Sullivan Esseff, PhD in their book entitled IDLS—Pro Trainer 1: How to Design, Develop, and Validate Instructional Materials.
Peter (1968) & Mary (1972) Esseff both received their doctorates in Educational Technology from the Catholic University of America under the mentorship of Dr. Gabriel Ofiesh, a Founding Father of the Military Model mentioned above. Esseff and Esseff contributed synthesized existing theories to develop their approach to systematic design, "Instructional Development Learning System" (IDLS).
The components of the IDLS Model are:
• Design a Task Analysis
• Develop Criterion Tests and Performance Measures
• Develop Interactive Instructional Materials
• Validate the Interactive Instructional Materials
~end of part - ISD
