Overview of the ADDIE Model
The ADDIE Instructional Design Model is a widely used methodology for creating learning experiences. ADDIE is an acronym for analysis, design, development, implementation, and evaluation and each represent a core phase of the model.
Analysis- serves as the foundation for instructional designers to examine and analyze the content, audience and instructional problem. There are four phases: instructional goals, instructional analysis, learner analysis and learning objectives.
Design-detailed plan instructional designers create gathered from the analysis phase to design assessments, use a course format, and create an instructional strategy.
Development-known as the construction phase where instructional materials take concrete form and designers create a sample, develop the course materials and conduct a run-through. Providing a feedback assessment to your sample audience is helpful for improving areas.
Implementation-instructional materials are put into action by training the instructor, preparing the learners and arranging the learning space. It is important for designers to be flexible and adaptable to achieve the target audience's learning goals and intented objectives.
Evaluation-final and critical step of the ADDIE Model using formative and summative assessments. One-to-one, small group, and field trials are meant to evaluate the quality of the learning materials and students' reception in a formative evaluation. Summative assessment finds out the effectiveness of the learning program, if it is worthwhile and how it can be improved.
Implications of the ADDIE Model for Instructional (learning) Design
Instructional Design can benefit from the use of reinforcement as a means to train learners to complete instructional objectives that are presented to them (Oleyar-Reynolds, 2021). The ADDIE model is iterative and supports data-driven decision by collecting and analyzing data at each stage. Allowing for feedback and revisions throughout the process ensures training stays relevant, engaging and effective.
Strengths and Limitations of ADDIE
Strengths of the ADDIE Model in Teacher Training
Iterative Nature- allowing for continuous improvement where designers can revisit and revise each phase based on feedback provides ample opportunities for designers to meet the learning objectives. This is beneficial because if there is a clear structure for the learning objectives, designers are not entirely reinventing the wheel but rather adding relevant instructional materials where needed.
Limitations of the ADDIE Model in Teacher Training
Lack of Emphasis on Technology- foundational training on technology integration for teachers are viewed more as an elective rather than a requirement. Jeong (2017) writes that digital natives, generation born after 1980 are expected to have developed fundamentally new cognitve learning experiences from the abundant exposure to digital technology involved in their everyday lives. However, there is poor understanding of what tools they should select and how to improve their own learning with the tools (Margaryan, Littlejohn, & Vojt, 2011, as cited in Jeong, 2017). In today's digital learning environment, adding great emphasis on technology integration into teacher training at the start and during the school year would provide a clear structure for creating instructional materials.
Reference
Gardener, J. C. (2011, September 25). The ADDIE design phase [Video]. YouTube. https://www.youtube.com/watch?v=BhLIiF9QyTo
Gardener, J. C. (2011, September 25). The ADDIE development phase [Video]. YouTube. https://www.youtube.com/watch?v=JZdv5lrJs4U
Gardener, J. C. (2011, October 18). The ADDIE evaluation phase [Video]. YouTube. https://www.youtube.com/watch?v=CBoI0wBo4vw
Gardener, J. C. (2011, October 8). The ADDIE implementation phase [Video]. YouTube. https://www.youtube.com/watch?v=q8yky6-P1Uw
Kyeong-Ouk Jeong (2017) Preparing EFL student teachers with new technologies in the Korean context, Computer Assisted Language Learning, 30:6, 488-509, DOI: 10.1080/09588221.2017.1321554
Oleyar-Reynolds, J. (2021, May 12). Implications of learning theories on instructional Design. eLearning Industry. https://elearningindustry.com/learning-theories-instructional-design-implications
Treser, M. (2015, August 16). Getting to know ADDIE: Part 1 - analysis. eLearning Industry. https://elearningindustry.com/getting-know-addie-analysis
Treser, M. (2015, September 30). Getting to know ADDIE: Part 5 - evaluation. ELearning Industry. https://elearningindustry.com/getting-know-addie-evaluation