ADDIE

ADDIE
Model
 Identify the purpose and each

01. phase of the ADDIE Model:

Analysis, Design, Development,

Learning
Implementation, and Evaluation.

Objectives: 02.
Explain how each phase of the
ADDIE Model contributes to
effective instructional design.

Recognize the value of a

03. systematic approach, like the

ADDIE Model, in creating organized
and effective learning experiences.
What is ADDIE
Model?
The ADDIE model is a systematic approach to
the Analysis, Design, Development,
Implementation, and Evaluation of learning
materials and activities. A model of the
Instructional System Design (ISD) family, the
concept of ISD has been around since the early
1950s. It was generally known as System
The Phases of the
Approach to Training (SAT), based on an earlier ADDIE Model
ID model, the Five Step Approach, developed by
the US Air Force.
ANALYSIS
ANALYSIS
ANALYSIS
The analysis phase is the goal-setting
stage. With the focus on the target
audience, the program matches the level
of skill and intelligence that each
student/participant shows. This ensures
that focus will be on topics and lessons
that students have yet to explore and
learn. In this phase, teachers distinguish
between what the students already know
and what they should know after
completing the course.
 ANALYSIS
The analysis phase generally addresses the following issues:

1. The typical background of the students/participants who will

undergo the program such as students' educational goals, past
knowledge levels, experiences, ages, interests, cultural
backgrounds, etc.
2. What students need to accomplish at the end of the program
3. What skills, intelligence, outlook, and physical/psychological
action-reaction are required for students
4. Determining popular methods around the subject and looking at
what needs to be developed and improved
5. Adequacy of instructional strategies employed
6. Target objectives of the project
7. Instructional goals as focus of the project
8. Various options available with respect to the learning environment
9. Limiting factors to the overall goal of the project
DESIGN
DESIGN
DESIGN
The design stage determines all tools
used to measure performance. The design
phase focuses on learning objectives,
content, subject matter analysis, exercise,
lesson planning, assessment instruments
used, and media selection. This systematic
approach ensures that everything falls
within a rational and planned strategy, or
set of strategies with the ultimate goal of
reaching the project's targets.
 DESIGN
During the design stage, the instructional designers need to
determine:
1. different types of media to be used;
2. various resources required to complete the project;
3. level and types of activity to be generated during the study;
4. how the parts of the project will be implemented;
5. time frame for each activity;
6. mental processes needed by the participants to meet the project
targets;
7. knowledge and skill developed after each task;
8. road map of how the study or project will appear on paper;
9. kind of user interface employed if web-based;
10. mechanism designed to obtain the students feedback;
11. method implemented to ensure that the program fits their wants;
and
12. the main idea of the project.
DEVELOPMENT
DEVELOPMENT
DEVELOPMENT
The project's methodology is produced
and tested during the development
stage. Designers use the information
gathered from the two stages before to
construct a program that will
communicate what needs to be taught
to participants in this step. Three tasks
are involved in this phase: drafting,
production, and evaluation.
 DEVELOPMENT
Development thus involves creating and testing learning
outcomes. It aims to address the following issues:

1. timeline being adhered to with regard to the amount of

material that has been completed
2. production of materials according to schedule
3. collaboration among the participants
4. contribution of participants as per their optimal
capacity
5. production of materials to the task of what they were
intended for
IMPLEMENTATION
IMPLEMENTATION
IMPLEMENTATION
The implementation stage reflects the
program's continuous modification to
ensure maximum efficiency and
positive results. Design evaluation is
done in the implementation phase.
Developers consistently analyze,
redesign, and enhance the product to
ensure effective product delivery.
 IMPLEMENTATION
The following are examples of what can be determined
in this stage:

1. preferred method of record keeping

2. emotional feedback given by teachers and students
during the initial project demonstration
3. ability of IDs to grasp the topic immediately
4. how to deal with any possible errors during testing
5. backup tool prepared in the event of the initial failure
of the project
6. scope of the implementation
7. ability of student to work independently
EVALUATION
EVALUATION
The major objective of the evaluation
phase is to establish whether the
objectives have been reached and what
will be needed going forward to increase
the project's effectiveness and success
rate. This phase can be broken down into
two parts: formative and summative. The
formative phase happens while students
and IDs are conducting the study, while
the summative portion occurs at the end
of the program.
 Every stage of the ADDIE process involves
formative evaluation. Since the ADDIE model is an
iterative instructional design process shown in
Figure 26, the results of the formative evaluation of
each phase may lead the instructional designer back
to any previous phase. Evaluation should occur
within phases, between phases, and after
implementation. The end product of one phase is the
starting product of the next phase (McGriff, 2000).

A summative evaluation is conducted for

instructional improvement after a course or program Figure 26. The
is launched. The designer should check whether ADDIE Framework
issues related to the training program are resolved
and whether the planned objectives are achieved
throughout the evaluation period.
 EVALUATION
Evaluation is an essential step of the whole ADDIE method as it
aims to answer the following concerns:

1. the categories that will be established to evaluate the

effectiveness of the project
2. how to implement data collection and the timing at which it will
be effectively made
3. system for analyzing participant feedback
4. method to be used if some parts of the project need to be
changed prior to full release
5. method how reliability and content validity can be observed.
6. method by which to know if instructions are clear
7. method by which the response of the participants on the project
can be analyzed and graded
8. who is assigned to prepare report on the results of the evaluation
 PHASE SAMPLE TASKS SAMPLE OUTPUT

Table 7. Sample Tasks and Needs assessment

Learner profile
Description of constraints
Outputs for the ADDIE model Analysis Problem Identification
Needs, Problem Statement
(Instructional Technology Task analysis
Task Analysis
Program, San Jose State
University) Write objectives.
Measurable objectives
Develop test items.
Design Instructional strategy
Plan instruction.
Prototype specifications
Identify resources

Storyboard
Table 7 shows a matrix of Work with producers.
Script
Development Develop a workbook,
the ADDIE components with Flow chart, and program.
Exercises
Computer-assisted instruction
corresponding sample tasks
and outputs for instruction or a Teacher training
Implementation Student comments, data.
project. Tryout

Record time data

Interpret test results Recommendations
Evaluation
Survey graduates Project report
Revise activities