ADDIE Model:
Gagné, Wager, Golas, Keller, 2005:
Most systematic models of design have similar components, but can vary greatly in the specific number of phases and their graphic representation. The most basic model of the ISD process is one that contains five phases, or components. In this particular representation, the model takes the initial letter from each of the five components (analyses, design, develop, implement, evaluate) and is referred to as the ADDIE model of instructional design.
The process flows from analysis to evaluation, with the revision process going on each step of the way. The overall process is based on systematic problem-solving models, but it is also important to understand that problem-solving activities occur within each component and that the overall process is not always followed in a strictly linear manner.
I. Analysis
a. First determine the needs for which instruction is the solution
b. Conduct an instructional analysis to determine the target cognitive, affective, and motor skill goals for the courses.
c. Determine what skills the entering students are expected to have, and which will impact learning in the course
d. Analyze the time available and how much might be accomplished in that period of time.
II. Design
a. Translate course goals into performance outcomes, and major course objectives (unit objectives)
b. Determine the instructional topics or units to be covered, and how much time will be spent on each.
c. Sequence the units of instruction, identifying the major objectived to be achieved during each unit
d. Define lessons and learning activities for each unit
e. Develop specifications for assessment of what students have learned
III. Development
a. Make decisions regarding the types of learning activities and materials.
b. Prepare draft materials and/or activities.
c. Try out materials and activities with target audience members
d. Revise, refine, and produce materials and activities.
e. Produce teacher training or adjunct materials
IV. Implementation
a. Market materials for adoption by teachers or students
b. Provide help or support as needed
V. Evaluation
a. Implement plans for student evaluation.
b. Implement plans for program evaluation
c. Implement plans for course maintenance and revision.
Most systematic models of design have similar components, but can vary greatly in the specific number of phases and their graphic representation. The most basic model of the ISD process is one that contains five phases, or components. In this particular representation, the model takes the initial letter from each of the five components (analyses, design, develop, implement, evaluate) and is referred to as the ADDIE model of instructional design.
The process flows from analysis to evaluation, with the revision process going on each step of the way. The overall process is based on systematic problem-solving models, but it is also important to understand that problem-solving activities occur within each component and that the overall process is not always followed in a strictly linear manner.
I. Analysis
a. First determine the needs for which instruction is the solution
b. Conduct an instructional analysis to determine the target cognitive, affective, and motor skill goals for the courses.
c. Determine what skills the entering students are expected to have, and which will impact learning in the course
d. Analyze the time available and how much might be accomplished in that period of time.
II. Design
a. Translate course goals into performance outcomes, and major course objectives (unit objectives)
b. Determine the instructional topics or units to be covered, and how much time will be spent on each.
c. Sequence the units of instruction, identifying the major objectived to be achieved during each unit
d. Define lessons and learning activities for each unit
e. Develop specifications for assessment of what students have learned
III. Development
a. Make decisions regarding the types of learning activities and materials.
b. Prepare draft materials and/or activities.
c. Try out materials and activities with target audience members
d. Revise, refine, and produce materials and activities.
e. Produce teacher training or adjunct materials
IV. Implementation
a. Market materials for adoption by teachers or students
b. Provide help or support as needed
V. Evaluation
a. Implement plans for student evaluation.
b. Implement plans for program evaluation
c. Implement plans for course maintenance and revision.
