The ADDIE Framework
Introduction
The instructional design (ID) process starts with the front-end analysis (FEA) to figure out if ID is an optimal and effective solution to the problem(s). The FEA is then followed by selecting the ID model to use. The ID model will depend on several factors in the project including practicality, stakeholder preference, resource availability, and the expected timeline.
The selection of the ID model is critical because it influences all the other aspects of the ID process to be followed in the project. The model will impact many parts of the project including the speed of performing each ID phase, the choice of assessments and evaluation, and the various teaching and learning activities that can be incorporated, to name some of the affected parts.
The most popular among the ID models is ADDIE, which is an acronym for Analyze, Design, Develop, Implement, and Evaluate. Arguably, the ADDIE framework can be considered as the main ID model used for ID processes. All other ID models can be considered as specific ways of implementing ADDIE.
Other ID models include Successive Approximations Model (SAM), Action Mapping, Dick and Carey Model, Kemp’s ID Model, and Design Thinking, just to name a few.
In this post, I will be discussing the overview of the ADDIE framework
Brief History of ADDIE
ADDIE was developed at Florida State University in the 1970s and became a generic ID template for the different branches of the U.S. military for training their personnel. Initially, ADDIE was strictly linear which meant that previous phases had to be completed before a later phase of the model could be started. Later, instructional designers (IDers) overcame this limitation and modified ADDIE to become more dynamic and less rigid.
Let us now look at each of the phases of the ADDIE model.
A is for Analysis
The Analysis phase is mainly concerned with gathering information that can be used to find out the best way to solve the identified problem.
Since this phase is called ‘Analysis,’ you can probably imagine that many analyses will be performed here. Some of the analyses that are done are learner analysis, context analysis, gap analysis, needs assessment, content analysis, and task analysis. Project goals are also set during this phase, which are based on the results of the various analyses and will guide the task analysis and the succeeding phases of ADDIE.
The information that IDers gather in this phase is related to the following:
- Learner characteristics and background
- Target outcome
- Instructional and learning constraints
- Instructional scope and options
- Optimal Instructional theories to utilize
- Project Timeline
After obtaining approval for the results of the analyses and the instructional goals from deciding stakeholders, the Design Phase of ADDIE begins.
First D is for Design
The Design Phase involves planning the whole learning experience based on the results of the Analysis Phase while keeping in mind the ultimate goal which is solving the ID-related problem(s).
This entails the setting of learning objectives/outcomes, teaching and learning activities, assessment, evaluation, curriculum design, lesson plan, and materials needed. The IDer also has to ensure that the designs are aligned with each other. For example, the evaluation has to be matched to the choice of assessment. The assessment then has to fit with the teaching and learning activities, which have to be complementary to the learning objectives/outcomes.
The IDers have to take into consideration various instructional strategies in their designs. These instructional strategies can be classified into organizational (i.e. arrangement of the parts of the instruction), delivery (i.e. learning and motivational strategies), or development (i.e. strategies in building the instruction product) instructional strategies.
The Design Phase results in the following outputs:
- Outcomes to be attained by the learners
- Details of teaching and learning activities (e.g. types, timeframes, sequence, etc.)
- Teaching and learning materials needed
- Details about assessments and evaluations
- Project charter (project management document)
After obtaining approval from the stakeholders for the design of various components of the ID solution, we then proceed to the Development Phase.
Second D is for Development
In the Development Phase, the IDers create the various materials and environments related to the learning experience that were planned during the Design Phase.
Some of the outputs of IDers during the Development Phase include the following:
- Storyboards
- Manuals for instructors and students
- Learning materials (e.g. handouts, notes, etc)
- Modules, either digital or hard copies
- Multimedia (e.g. videos, audio, job aids, etc)
- LMS content
Because of the vast range of potential deliverables expected, IDers are now more and more expected to be skilled in several technologies. Such technologies include authoring software, video, audio, and image editors, word processors, LMSs, and programming.
The skill to use ID-related technologies isn’t enough. The IDer of course has to have a solid foundation in concepts related to development instructional strategies e.g. Multimedia Learning Theory, inclusive design, U/X, and U/I.
After the designs have been tested and approved, the ID process then proceeds to the Implementation Phase.
I is for Implementation
Finally, the instruction product(s) developed in the previous phase is deployed during the Implementation Phase.
Aside from the expected activity of instructor-student or learning material-student interaction in this phase, the Implementation Phase can also be implemented at any other phase of the ADDIE framework since activities like data collection, and the iteration of processes and outputs can be implemented in other phases as well.
E is for Evaluation
Many would think that the Evaluation Phase happens at the end of the ID process, like when the organizer of a seminar hands out questionnaires to the attendees trying to measure their satisfaction with the learning experience. However in reality, in the ADDIE framework, evaluation happens in each of the phases.
Evaluation can be classified as either formative or summative. Formative evaluation is used for “continuous quality improvement” purposes, wherein the intention is for the betterment of the product or process via iteration. Summative evaluation on the other hand is more focused on finding out to what degree the product or process attained its intended objective/outcome usually to enforce accountability.
From these definitions, you can probably imagine that formative evaluations may be done during the other phases of ADDIE while summative evaluations are done at the end of the ID process.
The most popular model used for summative evaluations of ID products is Kirkpatrick’s evaluation model. This model has four levels namely reaction, learning, behavior, and result. I will be discussing more about this model in another blog post.
Concluding Remarks
The ADDIE model has proven to be one of the most reliable and effective ID frameworks available. This is the reason why even nearly 50 years after its creation, it is still being used and modified in many ID projects. Arguably, it can be said that ADDIE is the main ID framework and all other ID frameworks are just a variation of how ADDIE is implemented. It is because of the significance of ADDIE in ID that IDers must have a solid foundation in the use of this impressive and ubiquitous ID model.
Sources:
https://apps.dtic.mil/sti/pdfs/ADA019486.pdf