0% found this document useful (0 votes)
14 views5 pages

Addie Model

The ADDIE model is an instructional design framework consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation, aimed at creating effective learning experiences. Each phase is iterative, allowing for continuous improvement based on formative evaluations, ensuring that the instructional strategies align with learner needs and goals. The model emphasizes a systematic approach to lesson planning and program development, ultimately focusing on achieving desired learning outcomes.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
14 views5 pages

Addie Model

The ADDIE model is an instructional design framework consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation, aimed at creating effective learning experiences. Each phase is iterative, allowing for continuous improvement based on formative evaluations, ensuring that the instructional strategies align with learner needs and goals. The model emphasizes a systematic approach to lesson planning and program development, ultimately focusing on achieving desired learning outcomes.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

ADDIE Model

EMBARK
The instructional design model in this lesson is an iterative process, where the formative
evaluation results of each phase may lead the instructional designer back to any previous
phase. As the model aims for a learner-centered approach to instruction, every component of
the instruction is governed by the learning outcomes, which have been determined after a
thorough analysis of the students' needs.

In this lesson, the ADDIE model will be analyzed. Specifically, at the end of the lesson, the
students are expected to:

relate the ADDIE model to the teaching-learning process; and

plan a lesson using the ADDIE model.

EXPLORE
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 Approach to Training (SAT), based on an earlier ID model, the Five
Step Approach, developed by the US Air Force.

The five phases or stages of the ADDIE model

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.

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

This 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 ther everything falls
within a rational and planned strategy, or set of strategies with the ultimate goal of reaching the
project's targets.

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
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 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

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.

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

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 is


launched. The designer should check whether issues related to the training program are
resolved and whether the planned objectives are achieved throughout the evaluation period.

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

Table 7 shows a matrix of the ADDIE components with corresponding sample tasksand outputs
for instruction or a project.

Phase Sample Tasks Sample Output

Analysis ● Needs assessment ● Learner profile


● Problem identification ● Description of
● Task analysis constraints
● Needs, Problem
statements
● Task analysis

Design ● Write objectives. ● Measureable


● Develop test items. objectives
● Plan instruction. ● Instructional strategy
● Identify resources. ● Prototype
specifications

Development ● Work with producers. ● Storyboard


● Develop a workbook, ● Script
flowchart, and ● Exercises
program. ● Computer-assisted
instruction

Implementation ● Teacher training ● Student comments,


● Tryout data

Evaluation ● Record time data ● Recommendations


● Interpret test results ● Project report
● Survey graduates
● Revise activities

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy