ADDIE Model: Instructional Design

For many years now, educators and instructional designers alike have used the ADDIE Instructional
Design (ID) method as a framework in designing and developing educational and training programs.
“ADDIE” stands for Analyze, Design, Develop, Implement, and Evaluate. 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.

The concept of Instructional Design can be traced back to as early as the 1950s. But it wasn’t 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.

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.

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.
Addie: Stages

The five components of the Addie Model are:

Analysis
The Analysis phase can be considered as the “Goal-Setting Stage.” 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’t
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.
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:

1. What is the typical background of the students/participants who will undergo the program? Personal
and educational information such as age, nationality, previous experiences and interests should be
determined. What is the target group? What are the educational goals, past knowledge levels,
experiences, ages, interests, cultural background etc. of the learners?

2. What do the students need to accomplish at the end of the program? What are the learner’s needs?

3. What will be required in terms of skills, intelligence, outlook and physical/psychological action-reaction?
What are the desired learning outcomes in terms of knowledge, skills, attitudes, behavior etc.?

4. Determining popular methods being used around the subject and taking a look at what needs to be
developed and improved. Review of existing instructional strategies employed. Are they adequate? What
aspects need to be added, clarified and improved upon?

5. Determining target objectives of the project. What instructional goals does the project focus on?

6. Determining the various options available with respect to learning environment. What is the most
conducive learning environment? A combination of live or online discussions? What are the Pros and
Cons between online- and classroom-based study? What delivery option is to be chosen? What type of
learning environment is preferred? Does one opt for online or face-to-face or a blend of both? If online is
preferred what will be the difference in learning outcomes between classroom-based learning and web-
based learning?

7. Determining limiting factors to the overall goal of the project. What limiting factors exist with respect to
resources, including technical, support, time, human resources, technical skills, financial factors, support
factors?
Design
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.

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’s 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’s targets. During the
design stage, the IDs need to determine:

1. Different types of media to be used. Audio, Video and Graphics are prime examples. Are third party
resources going to be utilized or will the IDs create their own? Will you prepare the teaching learning
material?

2. Various resources at hand required to complete the project. What are the available resources at your
disposal for completing the project?

3. Level and types of activity to be generated during the study. Is it going to be collaborative, interactive or
on a per participant basis?

4. Using a teacher’s style approach, how will you implement the parts of the project (i.e. behaviorist,
constructivist, etc.)?
 5. Time frame for each activity. How much time is to be assigned to each task, and how will learning be
implemented (per lesson, chapter, module, etc.)? Do the topics require a linear progression in
presentation (i.e. easy to difficult)?

6. The different mental processes needed by the participants in order to meet the targets of the project.
What are the prescribed cognitive skills for students to achieve the project’s learning goals?

7. Knowledge and skill developed after each task. Do you have a way of determining that such values
have indeed been achieved by the students? What is the method adopted by you to determine the
acquisition of desired competencies by the students?

8. The roadmap of how the study or project will appear on paper. Will it be advantageous to the ID to
create a map of the different activities to see if they are in line with the goal of the project?

9. If the project is web-based, what kind of user interface will you employ? Do you already have an idea
on how the site will look like?

10. The feedback mechanism you will use to determine if the participants are able to digest the lessons.
What is the mechanism designed by you to obtain the learners’ feedback on material learnt?

11. Given the wide variety of student preferences and learning styles, what method will you implement to
make sure that the program fits their wants? How will you design your project activities so as to appeal to
diverse learning styles and interests of students? Will you opt for variety in delivery options and media
type?

12. Pinpoint the main idea of the project (training activity).

Development
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.
Development thus involves creating and testing of learning outcomes. It aims to address the following
questions:

1. Is the time frame being adhered to in relation to what has been accomplished in terms of material? Are
you creating materials as per schedule?

2. Do you see team work across various participants? Are the members working effectively as a team?

3. Are participants contributing as per their optimal capacity?

4. Are the materials produced up to task on what they were intended for?

Implementation
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. “Procedure” 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.
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.

The following are examples of what can be determined:

1. Advise on your preferred method of record keeping, as well as the actual data you would like to mine
from the experience of students interfacing with the project.

2. What is the emotional feedback given to you by teachers and students during initial demonstration of
the project? Are they genuinely interested, eager, critical or resistant?

3. As the project proceeds, do you see that IDs are able to grasp the topic immediately or do they need
help?

4. Explain how you are going to deal with any possible errors during testing. What will your response be if,
after presenting activities to students, things do not go as planned?

5. Did you prepare a back-up tool in the event of initial failure of the project? When technical and other
problems arise do you have a back-up strategy?

6. Will you go for implementation on a small scale or a large scale?

7. When the student group gets the material can they work independently, or is constant guidance
required?
Evaluation
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.

Every stage of the ADDIE process involves formative evaluation. This is a multidimensional—and
essential—component of the ADDIE process. Evaluation is done throughout the implementation
phase with the aid of the instructor and the students. After implementation of a course or program is
over, a summative evaluation is done for instructional improvement. Throughout the evaluation phase
the designer should ascertain whether problems relevant to the training program are solved, and
whether the desired objectives are met.

While often overlooked due to time constraints and monetary reasons, Evaluation is an essential step
of the whole ADDIE method as it aims to answer the following questions:

1. Determine the categories that will be established to evaluate the effectiveness of the project (i.e.
improved learning, increased motivation etc.) On what factors or criteria will the effectiveness of project
be determined?

2. Determine the way you will implement data collection, as well as the timing at which it will be effectively
made. When will the data related to the project’s overall effectiveness be collected and how?

3. Determine a system for analyzing participant feedback.

 4. Determine the method to be used if some parts of the project need to be changed prior to full release.
On what basis will you arrive at a decision to revise certain aspects of the project before its full
implementation?

5. Determine the method by which reliability and content validity can be observed.

6. Determine the method by which you will know if instructions are clear. How is the clarity of instructions
assessed?

7. Determine the method by which you can analyze and grade the response of the participants on the
project.

8. Determine who gets to receive your final output regarding the project. Who will prepare this report on
the results of the evaluation?

Cite this article as: Kurt, S. "ADDIE Model: Instructional Design," in Educational Technology, August 29, 2017.
Retrieved from https://educationaltechnology.net/the-addie-model-instructional-design/

ADDIE Model Overview

The ADDIE Model was first created for the U.S. Military during the 1970s by Florida State University.
ADDIE is an acronym for a five-phase course development process. The ADDIE model generally
consists of five interrelated phases—Analysis, Design, Development, Implementation, and
Evaluation. The ADDIE model represents a flexible guideline for building effective training and
instructional materials. See each of the phases below:

Analysis
In the analysis phase of the ADDIE model the instructional problem is identified. The instructional
goals, success metrics, and overall objectives are also established. Information regarding the learner
such as the learning environment, preferences, demographics, and existing knowledge and skills are
also identified during this phase.

Design
The design phase of the ADDIE model nails down learning objectives, instructional methods and
activities, storyboards, content, subject matter knowledge, lesson outlines, and media assets.

Development
The development phase of the ADDIE model is where instructional designers develop the content and
learning interactions outlined in the design phase. During this phase, content is written and graphics,
audio, and photography are also produced and assembled.

Implementation
During the implementation part of the ADDIE model, the instructional designer delivers the content
and materials to Learning Management Systems (LMS) or directly to the trainer for live training
events. The instructional designer also provides training needed to trainers, facilitators, SME's or
instructors.

Evaluation
During the evaluation phase of the ADDIE model, the instructional designer determines what success
will look like and how it will be measured. Often times, the evaluation consists of two
phases: formative and summative. Formative evaluation is iterative and is done throughout the design
and development processes. This occurs all throughout the ADDIE process. Summative evaluation
consists of tests that are done after the training materials are delivered. The results from these test
help to inform the instructional designer and stake holders on whether or not the training
accomplished its original goals outlined in the analysis phase.

What is the ADDIE Model?

This article attempts to explain the ADDIE model by providing different definitions. Basically, ADDIE is
a conceptual framework. ADDIE is the most commonly used instructional design framework and can
help educators and trainers build a course or training program.

“..the ADDIE Model is merely a colloquial term used to describe a systematic approach to
instructional development, virtually synonymous with instructional systems development (ISD).” (1)

“The ADDIE model consists of five steps: analysis, design, development, implementation, and
evaluation. It is a strategic plan for course design and may serve as a blueprint to design IL
assignments and various other instructional activities.” (2)

“The ADDIE model of instructional design is a generic instructional model that provides an organized
process for developing instructional materials. This systemic model is a five-step cyclical pro- cess
that can be used for both traditional and online instruction.” (5)

ADDIE is five phases:

 Analysis

 Design

 Development

 Implementation

 Evaluation

Definitions of Addie Model Phases

“Analysis: the process of defining what is to be learned. Design: the process of specifying how it is
to be learned. Development: the process of authoring and producing learning
materials. Implementation: the process of installing the instruction product in a real-world
context. Evaluation: the process of determining the impact of the instruction.”(3)

“During analysis, the designer identifies learner, content and delivery needs. The designer’s goal is
to match the form and content of training with learner needs and preferences…During design, the
designer uses information from the analysis stage to create instructional strategies which address the
instructional goals and objectives…The development phase addresses the tools and processes
used to create instructional materials…The implementation phase addresses the execution of the
instructional materials or program in a training environment…The evaluation phase addresses both
formative and summative assessment processes.” (4)

ADDIE History – The Original ADDIE Model

The ADDIE model was developed by Florida State University (FSU). FSU worked with a branch of the
U.S. Army. The original ADDIE model:

The original ADDIE model included a five-phase process:

 Original Air Force ADDIE Model

Phases were:

1. Analyze System Requirements

2. Define Education Training

3. Define Course Objectives and Tests

4. Plan, Develop, and Validate Instruction

5. Conduct and Evaluation

The Seven Learning Styles

 Visual (spatial):You prefer using pictures, images, and spatial understanding.

 Aural (auditory-musical): You prefer using sound and music.

 Verbal (linguistic): You prefer using words, both in speech and writing.

 Physical (kinesthetic): You prefer using your body, hands and sense of touch.

 Logical (mathematical): You prefer using logic, reasoning and systems.

 Social (interpersonal): You prefer to learn in groups or with other people.

 Solitary (intrapersonal): You prefer to work alone and use self-study.