The ADDIE model is a widely used framework in instructional design, guiding the development of instructional materials and training programs. ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation. The model followed the sequential order of the acronym that gives it its name.
The ADDIE model’s roots can be traced back to the U.S. military. It is believed to have originated in the 1950s as part of a research project at the Florida State University’s Center for Educational Technology, funded by the United States Department of Defense.
The early versions of the model were often more linear and strictly sequential. The phases were seen as discrete steps, with little room for iteration or feedback. Over the years, the ADDIE model evolved to become more flexible and adaptable. The model’s flexibility allows instructional designers to iterate and revisit earlier phases based on feedback and evaluation results.
The ADDIE model has had a significant impact on the field of instructional design, providing a systematic and organized approach to the development of educational and training programs. It emphasizes the importance of a thorough analysis of learning needs, careful design, effective development, thoughtful implementation, and comprehensive evaluation.
Let’s take a look at the steps and what they entail.
Step 1: Analysis
The purpose of the analysis phase is to gather information and identify the learning needs, goals, and objectives of the training program.
Key activities include…
- Needs Assessment: Identify the gap between the current state of knowledge or skills and the desired state. This involves understanding what the learners know and what they need to know.
- Define Learning Objectives: Here we aim to clearly articulate the specific, measurable, and achievable learning outcomes. These objectives guide the design and development of the instructional content.
- Audience Analysis: Understanding the characteristics of the target audience, including their background, prior knowledge, learning styles, and any other relevant factors, such as language barriers, learning disabilities, and cultural backgrounds.
- Resource Analysis: Assess the available resources, both human and material, as well as any constraints that might affect the design and development process, such as delivery methods and technology. What resources do you plan to use and how will you present the training?
Step 2: Design
At this phase, we want to begin creating blueprints or mock-ups for the training based on the information gathered during the analysis phase. This includes developing the general plan for instruction, the sequence of content, instructional methods, and how the assessment will be conducted.
Traditional lesson planning is utilized to lay out a course outline and design basic modules, activities, and assessment materials. In addition, UX and UI principles are used to develop the visual layout and interactivity of the instruction to enhance learner engagement and usability. At this point, low-fi mock-ups and user flow diagrams are designed to provide a skeleton of the overall training program.
It is also important to design and plan the assessments or evaluations of the training to act as an overarching guide toward the goal of the instruction.
Step 3: Development
This step is the meat and potatoes of the instructional design content based on the design plan. Here, designers will create the materials that learners will engage with in the training process: text, images, videos, and other forms of media that will fill out the bulk of the training. This might include utilizing ID software such as Articulate Storyline, Vyond explainer videos, animations, or other types of interactive visual training.
Step 4: Implementation
This phase involved rolling out the training program to the target audience. This could be done by instructors or facilitators who deliver the content in person or online. This might also be done entirely through software, video, digital material, or a combination of various media.
Implementation decisions should have been made during the design and development phases, so you will know if the training will be presented online, in-person, or in a hybrid manner.
This is also where instructors might need to upload the training to an LMS (Learning Management System) which will store, deliver, and record media or data related to the training.
Step 5: Evaluation
Arguably the most important phase of the training, the evaluation phase assesses the effectiveness of the program and provides feedback for future iterations. At this point, trainers should learn if their training program hit the mark, if trainees gained value from the program, and what kind of improvements could be implemented.
Types of evaluation include…
- Formative Evaluation: Assess the course during development and implementation to make ongoing improvements.
- Summative Evaluation: Evaluate the overall effectiveness of the course after implementation, focusing on whether the learning objectives were met.
- Feedback Collection: Gather feedback from learners, instructors, and other stakeholders.
- Analysis and Revision: Analyze evaluation data and use it to revise and improve the instructional materials and delivery methods.
In summary, The ADDIE model emphasizes a systematic and iterative approach to instructional design, allowing for continuous improvement based on feedback and evaluation results.
The ADDIE model has a rich history rooted in educational technology research and military training. Its evolution reflects the changing landscape of instructional design and the need for a flexible and iterative approach to create effective learning experiences. Despite the emergence of other instructional design models, ADDIE remains a widely used and influential framework in the field.
