ADDIE Model

Overview

The ADDIE Model, developed in the 1970’s by the US Army, is a commonly used design model used to create engaging and effective learning experiences. The acronym stands for the five stages in the framework: analyze, design, develop, implement and evaluate. Each stage provides groundwork for the subsequent stage, with opportunities for feedback and evaluation to continually inform the development process.

Image source: Centers for Disease Control and Prevention

A

nalyze

Phase 1: An analysis of the instructional issue, to identify a gap or the need related to learning, knowledge or performance based on gathered data, is conducted by the instructional designer. The analysis includes demographic information of the targeted learner population that provides information about their current skill set and knowledge. Upon completion of the analysis, the following criteria should be known:

The direction and scope for the design process.
Critical information defining learner demographic.
Contextual information pertaining to learning environment and delivery methods, resources available, and governing standards, competencies or regulations.
Clearly defined learning objectives.
Constraints and limitations to consider in the planning, like technical or budgetary considerations.

A needs assessment can be completed using a systematic checklist tailored for an organization or instructional designer's needs. The Needs Assessment and Training Needs Analysis Checklist is an optional tool provided by the Centers for Disease Control and Prevention (CDC).

D

esign

Phase 2: In the design phase, the designer considers the analytical data gathered to construct a blueprint for the learning experience. Elements include:

Refining learning objectives created in the Analysis using SMART goals (Specific, Measurable, Achievable, Relevant and Time-bound) to effectively assess instruction.
Creating a logical structure for instructional content that identifies topics, sequencing and organization within each section or module to create a clear learning path.
Instructional strategies are developed to ensure that the learning objectives are achievable. This includes selecting appropriate instructional and learning techniques (deliverables and supporting resources). The strategies align with the intended content and intended learner demographic.
The assessment methods and evaluation criteria to measure the learning objectives are planned. This includes the design of assignments and evaluation tools, as well as grading criteria and rubrics.
Prototyping and storyboarding may be utilized to create preliminary versions of the learning materials or outline the sequence of the overall content.
If instruction utilizes a digital platform, the designer considers the user interface and user experience design.
- Online Learning
- Classroom Training

D

evelopment

Phase 3: Instructional materials are created, and the multimedia and technology aspects are integrated in the design phase. The main aspects include:

Collaboration between instructional designers and subject matter experts (SMEs) to create instructional content aligned to the established design scope, established learning objectives and any required governing standards, competencies or regulations.
Integration of technology into the instructional materials to ensure the learning content can be easily accessed and used in the learning environment.
Quality assurance reviews are conducted to ensure technical function and accuracy and alignment of established learning objectives and required governing standards, competencies or regulations.
Confirm content meets accessibility compliance requirements.
If a pilot test is conducted, the instructional designer revises instructional content based on feedback.
Training notes and instructional and curricular guides are developed for the instructors or facilitators.
A final formal review confirms all aspects of the developed content to ensure alignment with the established design scope, established learning objectives and required governing standards, competencies or regulations.

I

mplement

Phase 4: The delivery of developed instructional content is delivered to the identified learner demographic through instruction via traditional formats or technology platforms. Key elements include:

Verifying the instructional content is effective.
Instructors facilitate and support learners throughout the learning process.
Ongoing assessment and monitoring to ensure learning objectives and any required governing standards, competencies or regulations are being met.
Learner feedback is collected to evaluate the learning experience, including clarity of content and effectiveness of the instructional content.
For online modalities, technical support is provided to learners.
Instructional designers and instructors adapt to unpredicted challenges or issues to meet learner needs.
Instructors provide ongoing communication to guide learners through course expectations, assignments and assessments. Clear methods for communicating should be established.
Tracking progress using tracking tools to collect and monitor how well learners are performing in meeting learning objectives and any required governing standards, competencies or regulations.
End of course summative evaluation to evaluate whether learning objectives and any required governing standards, competencies or regulations are met.

E

valuation

Phase 5: The effectiveness of the instructional design is comprehensively assessed at the end of the designed course or program. Key elements include:

Ongoing feedback (formative evaluation) during the Analysis, Design and Develpment phases to identify and address issues. Revisions are made to improve clarity for effectiveness of instructional materials.
Summative evaluation at the end of the course or program assesses the degree to which the learning objectives and any required governing standards, competencies or regulations were met.
Data is collected from learners on their experience (questionnaires, surveys, observations, etc.) as well as measurable data (assessments, performance metrics, etc.) pertaining to leaning outcomes.
Analysis of data describes what in the instructional design worked and what did not.
Findings from the analysis inform changes and revisions to the course or program. This is an iterative and ongoing process.

Implications for Instructional Design

Application of the ADDIE model systematically guides the overall process and considerers all stakeholders.
ADDIE is a versatile framework that can be used in many settings and with many age groups.
Each of the five phases address a critical part of the instructional process.
An analysis evaluates whether there is learning gap/instructional need.
A developed learning experience has aligned learning objectives related to the identified learning gap found through the analysis.
Feedback and evaluation are a constant part of the instructional design process.
Changes and decisions are data driven.
The model is iterative an allows for continuous improvement.

Strengths and Limitations

Strengths

Provides a clear and systematic approach to designing.
ADDIE can be customized and used to address the different needs of learners and types of courses or programs.
The iterative nature allows for continuous improvement.
Alignment of learning objectives to instructional assessment and content is emphasized.
Instructional outcomes are methodically assessed.

Limitations

Application of ADDIE can be time-consuming.
The model may not work for rapidly changing needs.
ADDIE does not explicitly address the integration of technology.
The scope of the instructional design is based on the analysis, which could be inaccurate or incomplete.
The evaluation phase is resource-intensive, which may hinder smaller groups or organizations.

References

Centers for Disease Control and Prevention (CDC). 2023. ADDIE Model. Retrieved from https://www.cdc.gov/training/development/addie-model.html

Mejia, M. 2018. How instructional design impacts every organization including yours. Medium. Retrieved from https://medium.com/dice-group/how-instructional-design-impacts-every-organization-including-yours-14fe1a4c511b

Treser, M. 2015. Getting to know ADDIE. part 3 - development. eLearning Industry. Retrieved from https://elearningindustry.com/getting-to-know-addie-development

Treser, M. 2015. Getting to know ADDIE. part 4 - implementation. eLearning Industry. Retrieved from hhttps://elearningindustry.com/getting-know-addie-implementation