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Introduction
Introduction
The ADDIE Instructional Design (ID) Method is a guide used in the instructional development of both educational and training programs. The acronym “ADDIE," representing the stages within this process (analyze, design, develop, implement and evaluate), was originally used as a label when referring to these steps within the broader process of Instructional Systems Development (ISD). Over time as more and more professionals used the terms ADDIE and ISD interchangeably, the phrase ADDIE model took over and is recognized as being synonymous with the primary stages of ISD.
The History of Instructional Design
The History of Instructional Design
The concept of instructional design originated during World War II “when the U.S. military faced the need to rapidly train large numbers of people to perform complex technical tasks, from field-stripping a carbine to navigating across the ocean, to building a bomber” (Culatta 2018). Based on the stimulus-response research of B.F. Skinner and his theory on Operant Conditioning, the military developed a training protocol in which larger tasks were broken down into smaller subtasks. Each subtask was taught in isolation with immediate rewards given for successful performance. This protocol assumed that mastery was possible for every learner provided enough repetition and feedback was made available (Culatta 2018). Following WWII, this training model continued in business, industrial training and the classroom as a method for teaching multi-step processes.
Individual branches of the military expanded on this model over the next several decades. Kurt (2017) reports that these developments included the Five Step Approach implemented by the U.S. Air Force and eventually the ADDIE. Developed at the Centre for Educational Technology at Florida State University in 1975 by the army, ADDIE kept the five-step design and created a format for sub-steps within the model. Molenda (2015) suggests that the exact identification of ADDIE’s origins is more elusive. He states that it was the Interservice Procedures for Instructional Systems Development (IPISD) which was introduced by the Army during the 1970’s and that the acronym ADDIE came into being later.
The Addie Model Today
The Addie Model Today
Today, the ADDIE model is widely recognized as “the generic process traditionally used by instructional designers and training developers. The five phases – analysis, design, development, implementation and evaluation – represent a dynamic, flexible guideline for building effective training and performance support tools’’ (Culatta 2018). Each phase has a specific outcome that carries over into the next, sequential phase.
Advantages and Disadvantages
Advantages and Disadvantages
The benefits of ADDIE as an instructional tool include quality design components, clear learning objectives, structured content and clear assessment strongly tied to specific learning outcomes (Bates 2014). In the classroom, the ADDIE model's unique criteria set it apart. The analysis step, in particular, focuses the instructor on the information entering the process including audience and learning goals making this first phase of the process just as important as each subsequent phase . However, critics of ADDIE as a model in the development of elearning materials today warn that ADDIE works best on large-scale projects and does not translate well to smaller, more straightforward tasks. It tends to focus too heavily on content rather than instructor/student interaction and, it does not provide a framework for choosing between new technologies (Bates 2014). Moving forward, the linear quality of ADDIE as a training tool may be overshadowed by newer ISD models with flexibility to handle 21st century learning skills in a technological format.
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