Design

Analyze

The Analyze Phase is the initial start of the ADDIE Model. During this phase the learning environment and the learning goals are evaluated to gather more information on the area of needs and growth for the students. In order to have a successful Analyze Phase the instructor needs to answer the following questions. Who is the target audience for the instruction? What are their characteristics?(age, level of prior knowledge in the subject area, their learning style) What content will be taught to the learners? Finally how will the instructor or designer of the lessons determine if the learners were successful in meeting their learning objectives. 

The instructional goals of the learners are selected after analyzing the learners' needs to determine the best approach and sequence to meet the learning objectives. During the Analysis Phase, the designer creates the steps and their subsequent sub steps to carry out the instructional goals. While creating these steps, the instructor is using the students' prior knowledge when determining the appropriate learning goals and sub-steps to meet the learning objective. When the instructors are creating the learning objectives, the objectives should be able to explain clearly what the students will be able to do once the lesson or instruction is completed. 

Design

The Design Phase is the second phase of the ADDIE Model. During this phase the instructors begins to correlate the different strategies and learning objectives with the instructional goals for the students. This process takes a systematic approach and a specific outline for gathering data and information. During the design phase, the Designer will determine the format that they want the information shared with their learners and which teaching strategies they plan on utilizing to achieve that. During this process, the instructors will design pre and post assessments to gauge their learners' understanding of the topic before and after the lessons occur. 

The instructors will begin developing a product that will allow their students to meet their learning objectives, which they determined during the Analysis Phase. This tool can be a physical learning tool or a technology tool. The instructors will then create a blueprint of how they want to eventualy create the instructional tool. During the Designer Phase the instructors can utilize outlines such as storyboards to organize how they want to create their instruction tool. 

Dick and Carey Model 

The Dick and Carey model is an instructional design model that was developed by both Walter Dick and Lou Carey. In this 10-step model, we can see an emphasis on the relationship between the content, the learners, the instructor and the designer (if the designer is not the instructor).  Unlike the ADDIE model, the Dick and Carey model has a curvilinear flow, allowing the different components of the learning process to create a design that can ensure that the steps created will lead to the learners being successful in meeting their learning objectives. The Dick and Carey model allows the designer to evaluated the different parts of the model and find key areas that need to be adjusted to ensure the success of the learners. 

During the Dick and Carey model there are key steps that must be taken to ensure the success of the learners. Firstly, the designer must Identify the Instructional goals that the learners will need to accomplish by the end of the instructional phase. Once those objectives are established, the instructor must write performance objectives. The instructor does this by identifying pre-requisite skills the learner needs in order to be successful in meeting the instructional goals and the learners will need to have prior to the instruction they are designing in order to be successful. Once that is established the instructor can begin designing and developing pre-assessments, instruction strategy and instructional materials. After these items are developed then the instructor can go into the Formative Evaluation phase. During this phase the instructor will be able to determine the areas that are hindering their learners' success. The formative evaluation can be completed through one-on one interaction, an expert review or with a small group/field trial. The information and date received during the formative evaluation will allow the instructor to be able to adjust the instruction to better meet the needs of the learners. This will lead to the instructional phase and once the instructional phase is complete will lead to a summative evaluation to determine if the learners were able to meet their learning objectives. If the summative assessment determine that they are unable to meet their learning objectives, the instructor can re-evaluate their materials to find areas where they can improve for student success.