Embedded Files
Educational Technology: The study and ethical practices of theory and research to enhance performance and learning through the implementation of emerging technological resources (AECT, 2022).
What is ADDIE?
What is ADDIE?
Instructional Design Model: ADDIE
The ADDIE model serves as a foundational approach to instructional design, implementing Analysis, Design, Development, Implementation, and Evaluation.
The systematic and iterative ADDIE process begins with analysis. The instructional designer must determine learners' needs, gaps, potential barriers, and how to best optimize achievement of learning success. They accomplish this by thoroughly analyzing the environment, the audience, and the goals (what the learner should accomplish).
What the Designer attempts to know about the learner:
Motivations
Prior knowledge & experiences
Learning preferences
Methods to analyze learning gaps:
Conduct interviews
Observe the learner (strengths and weaknesses)
Gather research
The Design Phase utilizes the results of the analysis to create a plan. After clear learning goals and objectives are established, the content, learning activities, and assessments are outlined. Flow charts can effectively represent the instructional steps while emphasizing areas to improve.
The analysis and design prompt the Development Phase, where an instructional product can be constructed and implemented. A designer may develop lesson plans, presentation slides, media, and other materials, such as training manuals, websites, or print materials, necessary to propel learning. It is important to note that the systematic process began with the Implementation Phase at the forefront of focus. In other words, continual revision throughout the phases of ADDIE leads to the development of an instructional product best suited for the learners.
Evaluations are made at the end of the process to determine the overall effectiveness of the design product, yet revisions and adjustments are not designated to the last phase of the model. Small revisions can be made along the way, but the overarching structure of ADDIE is linear. One phase must be thoroughly completed before the next, which poses a problem if the learners or the content rapidly change.
Traditional depictions of ADDIE show linear lines and one-way arrows, but the curvilinear depiction portrays the way it is typically utilized (Reiser & Dempsey, p.24, 2017).
Utilizing ADDIE
An identified problem that was attempted to be addressed through this project was the increased percentage of students not reading at grade-level standards. Through our analysis, we concluded that the most impactful instruction to implement was explicit instruction in the foundational skills, specifically short vowel production in one-syllable words.
More Instructional Design Models:
SAM
The Successive Approximations Model was created by Michael Allen in 2012 as an alternative to the ADDIE Model. Criticized for being “too linear”, the ADDIE model was considered to be time-consuming as each step needed to be completed and perfected before moving on to the next. Therefore, the SAM approach provides a quick solution for an instructional problem through rapid prototyping and gradual improvements. The key to this model’s success is not perfectly executed large steps, but small enhancements through collaboration and repeated cycles of evaluation, design, and development.
How does SAM compare to ADDIE?
Initial steps:
ADDIE begins by analyzing the needs and the learners; it aims to construct a perfected model; therefore, an emphasis is placed on understanding the capabilities and limitations of the learners.
SAM's Preparation Phase is similar to the Analysis Phase of ADDIE. This phase is where background information is collected in a quick and efficient manner. This phase is not focused on a deep investigation and analysis of the learners. SAM seeks to find problems fast in the first stages in order to address and solve them quickly.
Length:
The ADDIE model can take months to complete. The product is more refined and specifically tailored to address a learning objective.
SAM is time effective and optimized for budgets. Issues are quickly resolved, and fine-tuning can be addressed throughout the process.
Dick & Carey
The Dick and Carey Model of instructional design functions as a procedural system where each development stage depends upon the other parts. The ultimate purpose of this model is for learners to achieve a learning goal. The first step of the model is for the designer to identify the goal(s) that learners will achieve by the end of the process. After the goal(s) have been identified, an instructional analysis will require the instructional designer to determine the steps that the learner will take when accomplishing the task. This activity will reveal subskills and entry skills for accomplishing the desired goal.
A parallel analysis to the instructional analysis will look at the learners and the context of learning. Learning preferences, motivations, attitudes, and the setting will be identified. Once the analysis is accomplished, the performance objectives can be written. The performance objectives will list the desired performance task, the condition, and the success criteria, which indicate an accomplishment of the goal.
Next, the designer will develop assessment instruments that align with the performance objectives. Then a designer can begin to create and develop an appropriate instructional strategy for learning, which includes preinstructional activities, a content presentation, opportunities for learner participation and feedback, and follow-through activities.
The materials will then be created and developed to use during instruction. To analyze the instructional design, formative evaluation will follow after the development of materials. Formative evaluation is conducted through multiple means to ensure the best feedback. Final revisions are then made based on observations and provided feedback from the formative evaluations, and a summative evaluation can then occur. This last process will determine the overall effectiveness of the instructional design.
9 Steps of the Dick and Carey Model
Assess needs to identify goals
Conduct instructional analysis
Write performance objectives
Develop Assessment instrument
Develop instructional strategy
Select and Develop instructional materials
Design and Conduct formative evaluation
Revise Instruction
Conduct Summative evaluation
How does Dick and Carey compare to ADDIE?
Initial Steps:
The Analysis portions of both the models are extensive and can be viewed as exhaustive by instructional designers
Design:
Both the ADDIE and Dick and Carey models present interdependent elements that cannot be separated from the system as a whole. Thus, both models present linear rigidity that can create unmanageable bulkiness for the instructional designer.
Alternative models that offer more flexibility are the SAM, Kemp, and Pebble-in-the-Pond models
A key characteristic of the Dick and Carey model is measurable learning objectives. The design is focused on achieving precise, measurable outcomes outlined by the initial steps.
Objectives include: desired performance task, the condition, and the success criteria.
Pebble-in-the-Pond
Pebble-in-the-Pond depicts a visual representation of a problem that initiates a ripple effect where each ring describes a phase in the instructional design process. Although the Pebble-in-the-Pond is more of a design as opposed to a model, it can be applied to design a "functional prototype" to address a problem (Reiser & Dempsey, 2017). This approach applies a twist on the traditional backward design planning.
Ripples 1-3: Demonstrate a Functional Prototype
Pebble in the pond does not include an analysis or preparation phase; instead, these steps are implied, and the model begins with the identified problem and prototype solution(s). Ripples 1 begins with the identified content (not objectives) to be addressed and the demonstration of the potential prototype. Ripple 2, Progression, expands on the initial problem, and products are created to address sublevel skills; in other words, more potential problems related to the first. The third phase, Component Skills, is similar to the Implementation phase of ADDIE, but the instruction is applied to all possible solutions, and during this phase, the component skills required for success are demonstrated.
Ripples 4-6: Fine Tune Instructional Strategies and Make Enhancements
Next, enhancements are made through the use of frameworks and collaboration. Ripple 4 considers the need for guidance, coaching, and interaction. Ripple 5 is the Finalization stage, where the prototype is made ready for implementation. When the design is finalized, any additional materials are added. The last Ripple is Evaluation. The assessment materials are designed, and a formative evaluation is conducted to provide data in order to make the last revisions to the prototype.
How does Pebble-In-the-Pond (P-I-T-P) compare to ADDIE?
Initial Steps:
ADDIE begins with the analysis phase, and solutions to the problem are addressed in the Design phase. The P-I-T-P model assumes analysis was predetermined to establish an instructional problem. An identifiable problem and a potential solution to a learning objective initiate P-I-T-P. (Preparation and Analysis are not included). The instructional design process moves directly to create a functional prototype.
This model does not consider production and the multimedia materials
Implementation and Summative evaluation are also not addressed in P-I-T-P
Focus:
Addie focuses on objectives and learning outcomes or goals
P-I-T-P is problem-centered and focuses on addressing a known instructional problem or need.
Design
ADDIE follows a linear process where one step must be completed before the next; however, the P-I-P-T-P allows flexibility where the designer scales the problem and creates functional expansion. The designer creates solutions for the initial pebble, or problem, but also creates a sequence of additional problems, or sub-skills, through the Problem Progression stage.
The design does not attempt to solve problems in isolation, but multiple tasks are addressed, and instruction progesses in difficulty.
A key characteristic of the P-I-T-P design is incorporating scaffolds, and fading support. Merrill states in his book First Principles of Instruction, "as the learner gains confidence and skill, the coach should fade into the background." (Merrill, 2012).
Reflection
Despite my teaching experience and background in training and marketing, my first impressions of this process were that it was extremely overwhelming. However, it became obvious as I got further along in the learning process that I was an active participant in the Constructive learning approach. The knowledge that I gained about instructional design was constructed from the work that I produced through my group's design model for CVC instruction. I gained a better understanding of the importance of collaboration for the effectiveness of the instructional design. Secondly, I experienced how beta tests and formative evaluation are driving forces that affect revisions and the perfecting of an existing model. It is clear to me that the process of instructional design is never really complete because research and assessments can also refine your model. This also highlights to me why some may prefer a timely approach such as the SAM model. My growth in knowledge of instructional design has tremendously increased and I cannot wait to improve my skills and gain more experience in the field.
Page updated
Report abuse