ADDIE Instructional

Design Model
EDTC 3320
Fall 2017
Abril Loya
 Instructional Design

• It is an instructional designers responsibility to “create something that enables a

person or group of people to learn about a particular topic, develop or improve a
set of skills, or encourage the learner to conduct further study” (Brown, A. 2010. p.
6).
• According to Abbie Brown (2010) a popular instructional design approach follows
variations of a three-step process.
1. Analyze the situation to determine what instruction is necessary and what steps need to be taken
2. Produce and implement the instructional design.
3. Evaluate the results of implementing the instructional design. (p.7).
 A.D.D.I.E
• ADDIE is an acronym that stands for
analyze, design, develop, implement,
develop, and evaluate. It’s a process
that divides the three-step process into
the five actions described above
Brown, A. 2010. p.7).
• The ADDIE process serves as a guide
that can be used to tailor instruction to
feed the learners needs.

Image retrieved from https://goo.gl/images/jwaavt

 Analyze
• During the analysis step in the ADDIE process, the desired outcome is established, the instructor
determines if any instructional problems or discrepancies exist between the learners and their learning. The
instructor can also use this phase to observe the learning environment, the learners, and their behavior to
determine the best route to take to ensure that the learning objectives will be met (ADDIE Model).
• For the purposes of this situation I will use an elementary classroom setting that is preparing for an after
school tutoring program to help at risk students increase their math scores in state testing.
• For example, if an instructional designer’s goal was to increase the passing rate of at risk students they
should ask to see their previous test scores as well as provide them with a mock test of the subject they are
failing to assess and determine what subjects and areas will need more attention.
• In this step of the process an instructional designer should determine what resources they have, what they
need, what accommodations need to be made to enhance learners ability to learn- such as providing students
with snacks to make sure they aren’t hungry and can focus on their work.
 Analyze contd.
• For example, if an instructional designer’s goal
was to increase the passing rate of at risk students
they should ask to see their previous test scores as
well as provide them with a mock test of the
subject they are failing to assess and determine
what subjects and areas will need more attention.
• In this step of the process an instructional
designer should determine what resources they
have, what they need, what accommodations need
to be made to enhance learners ability to learn-
such as providing students with snacks to make
sure they aren’t hungry and can focus on their
work.
Image retrieved from https://goo.gl/images/HT6mez
 Design
• During the design phase of the
ADDIE process an instructor
“…deals with learning objectives,
assessment instruments, exercises,
content, subject matter analysis,
lesson planning and media
selection. The design phase should
be systematic and specific” Image retrieved from https://goo.gl/images/jkNbYJ
(ADDIE Model).
 Design contd.
• For example, this would be the time that that delivery method of the
instruction will be determined. Will students work in groups? Or is it better
to have tutors readily available to have one on one sessions with the students.
Are lectures better or will you incorporate videos demonstrating how to
solve problems? What activities will be used to fit the different learning
styles of students?
• In this phase a model of the instruction should be prepared with detailed
specifications of instructional delivery.
 Develop
• In the development stage all of the information
gathered is put into action, “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”
(Forest, Ed.).
• This is the initial step to make any modifications
after receiving feedback.
• For example, a class activity where students can do
their work with iPad may have appeared to be a
good idea to include. But due to a time constraint,
setting aside instruction time to teach students how
Image retrieved from https://goo.gl/images/KmBEb6 to use their iPad for their tutoring would not be
beneficial for them. This activity would have to be
cut from the design.
 Implement • The implementation phase is when you place the
design you’ve created in the real world situation
that it was meant for.
• Sherri Braxton et. al state that;
“The Implementation phase refers to the actual delivery of the
instruction, whether it's classroom-based, lab-based, or computer-
based. The purpose of this phase is the effective and efficient
delivery of instruction. This phase must promote the students'
understanding of material, support the students' mastery of
objectives, and ensure the students' transfer of knowledge from
the instructional setting to the job”
• Activities that would apply to this phase during
Retrieved from https://goo.gl/images/dScwki the after school program would include training
tutors/teachers how to use the design and take in
any feedback from the participants to see if any
changes need to be made.
 Evaluate
• There are two types of evaluation, formative and summative.
• Formative evaluations occurs throughout the entire process. This is done
before the instructional design is finalized in order to make any changes
necessary to reach the desired objective (Braxton, S. et. al).
• For example, making revisions to help your students understand the content
better can include changing from doing worksheets, to focusing on step by
step demonstrations on a projector followed by them practicing similar
problems.
Image retrieved from https://goo.gl/images/sJmoUE
• Summative evaluations occur at the end of the design to see if it was
efficient in reaching the goal. Was the amount of passing students raised? If
not, what can be changed to make that number higher? What was successful
about the program?
 Conclusion
• The ADDIE model is a learner based guide that can be easily applied to
create effective instruction.
• As a future educator, it’s convenient for me to be able to use this model
when creating lesson plans, or any type of instruction because of the
assessments, modifications, and evaluations.
 References

ADDIE Model (n.d.). Retrieved September 23, 2017, from

http://www.instructionaldesign.org/models/addie.html

Braxton, S. et. al (September 23, 2000). Instructional system design (ISD): Using the ADDIE model. Retrieved from
https://www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdf

Brown, A., Green, T. (2010). The essentials of instructional design: Connecting fundamental principles with process and
practice. Boston, MA. Pearson

Forest, E. (n.d.). ADDIE model: Instructional design. Retrieved September 23, 2017, from
https://educationaltechnology.net/the-addie-model-instructional-design/

Images provided by Google