AI-generated with assistance from ChatGPT (OpenAI), 2025.

Designing with ADDIE: Key Questions to Guide Your Process

Click the arrow to explore each phase step-by-step.

Bernard, L. (2025). ADDIE model overview: Key questions to guide instructional design [Infographic]. Canva.

REFERENCES

University of Maryland Global Campus. (2024). The analysis phase. Brightspace.

University of Maryland Global Campus. (2024). The design phase. Brightspace.

University of Maryland Global Campus. (2024). The development phase. Brightspace.

University of Maryland Global Campus. (2024). The implementation phase. Brightspace.

University of Maryland Global Campus. (2024). The evaluation phase. Brightspace.

Gardener, J. C. (2011, September 25). The ADDIE analysis phase [Video]. YouTube. https://www.youtube.com/watch?v=JZdv5lrJs4U

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 8). The ADDIE implementation phase [Video]. YouTube. https://www.youtube.com/watch?v=q8yky6-P1Uw

Gardener, J. C. (2011, October 18). The ADDIE evaluation phase [Video]. YouTube. https://www.youtube.com/watch?v=CBoI0wBo4vw

Treser, M. (2015, August 16). Getting to know ADDIE: Part 1 – analysis. eLearning Industry. https://elearningindustry.com/getting-know-addie-analysis

Treser, M. (2015, August 24). Getting to know ADDIE: Part 2 – design. eLearning Industry. https://elearningindustry.com/getting-to-know-addie-design

Treser, M. (2015, September 3). Getting to know ADDIE: Part 3 – development. eLearning Industry. https://elearningindustry.com/getting-to-know-addie-development

Treser, M. (2015, September 11). Getting to know ADDIE: Part 4 – implementation. eLearning Industry. https://elearningindustry.com/getting-know-addie-implementation

Treser, M. (2015, September 30). Getting to know ADDIE: Part 5 – evaluation. eLearning Industry. https://elearningindustry.com/getting-know-addie-evaluation
AI and Design Tools:

Canva was used to create infographics.
ChatGPT (OpenAI, 2025) and Gemini (Google, 2025) were used to support revision, grammar correction, content reorganization, clarity in writing, and citations with prompts such as "Please review this for clarity and organization and give me feedback on what I should revise."

A.D.D.I.E. Model Implications A white infographic titled “A.D.D.I.E. MODEL IMPLICATIONS – Practical Implications of the ADDIE Model for Instructional Design.” To the right is a smartphone-style GPS screen showing a simplified map with a route marked in red from a green start pin to a red end pin. Four bullet points, each with a magnifying-glass icon and colored label, are arranged in two columns: Analysis (tan): “A clear destination requires investigation.” Explanation: Designers must identify the right learning problem, key gaps, and what’s at stake; without specific waypoints and a destination, we risk designing in the wrong direction. Design (white): “Design the route to ensure learning transfer.” Explanation: Design builds the route map; to ensure transfer, designers match instructional methods (e.g., simulations, readings, case studies) to desired outcomes and learner needs. Development (tan): “Your GPS must work for every traveler.” Explanation: Content and media should reflect UDL principles for access and engagement. Like a GPS, instructional products must be tested through formative evaluation and prototyping to ensure clarity, inclusivity, and alignment with the destination. Implementation (white): “A good GPS can recalculate mid-journey.” Explanation: Instructors need preparation, learners need orientation, and systems must monitor and respond to learner progress. Instruction must be adaptive, like a GPS recalculating in real time and responding to learner progress and obstacles as they arise. Evaluation (tan): “Check the map to see if you arrived in the right spot.” Explanation: Tools like Kirkpatrick’s Four Levels help determine if the learning journey achieved its goal or needs to be redirected. Designers assess whether learning led to change, not just in knowledge, but in behavior and real-world impact. A winding black road graphic curves along the bottom. A footer credits Bernard, L. (2025) and Canva.

Bernard, L. (2025). Instructional design implications of the ADDIE model [Infographic]. Canva.

REFERENCES

University of Maryland Global Campus. (2024). The analysis phase. Brightspace.

University of Maryland Global Campus. (2024). The design phase. Brightspace.

University of Maryland Global Campus. (2024). The development phase. Brightspace.

University of Maryland Global Campus. (2024). The implementation phase. Brightspace.

University of Maryland Global Campus. (2024). The evaluation phase. Brightspace.

Treser, M. (2015, August 16). Getting to know ADDIE: Part 1 – analysis. eLearning Industry. https://elearningindustry.com/getting-know-addie-analysis

Treser, M. (2015, August 24). Getting to know ADDIE: Part 2 – design. eLearning Industry. https://elearningindustry.com/getting-to-know-addie-design

Treser, M. (2015, September 3). Getting to know ADDIE: Part 3 – development. eLearning Industry. https://elearningindustry.com/getting-to-know-addie-development

Treser, M. (2015, September 11). Getting to know ADDIE: Part 4 – implementation. eLearning Industry. https://elearningindustry.com/getting-know-addie-implementation

Treser, M. (2015, September 30). Getting to know ADDIE: Part 5 – evaluation. eLearning Industry. https://elearningindustry.com/getting-know-addie-evaluation
AI and Design Tools:

Canva was used to create infographics.
ChatGPT (OpenAI, 2025) and Gemini (Google, 2025) were used to support revision, grammar correction, content reorganization, clarity in writing, and citations with prompts such as "Please review this for clarity and organization and give me feedback on what I should revise."

💪🏽 Strengths of A.D.D.I.E.

🔍 Analysis – Understanding the Real Barriers
ADDIE pushes me to dig deep; it’s not just about naming a learning gap; it’s about figuring out why it exists. For my project-based learning course, this means unpacking why district leaders, administrators, and teachers often overlook these experiences. That kind of root cause analysis helps me create something that targets the real issue; not just the symptoms.

💡 Design – Doing the Work I Want Learners to Do
In this phase, I’m reminded that my participants need to experience the process; not just hear about it. The design has to model what I want them to do with students; that means using simulations, group problem-solving, and real-time challenges that mirror what project-based learning looks like in practice. Instructional strategies, sequence, and structure all have to align with my outcomes; the experience should feel like PBL; not just teach it.

🛠️ Development – Build It; Test It; Refine It
ADDIE keeps me honest in development; it doesn’t let me stop at creation. I’m not just building slide decks or templates; I’m testing, revising, and making sure the product is usable, accessible, and aligned to my objectives. This phase calls for iteration; it connects directly to formative evaluation and helps me improve before full launch.

⚙️ Implementation – Preparing for Impact
The model reminds me that implementation doesn’t begin at delivery; it begins before it. For my minicourse to be effective, instructors need clear guidance and learners need meaningful prework. Planning ahead with orientation materials and learner supports allows me to make better use of our face-to-face or synchronous time; it also reflects systems thinking; everything has to work together.

📊 Evaluation – Building in Feedback Loops
ADDIE makes me think about how I’m evaluating learning throughout the course; not just at the end. I’m planning for multiple data points that help me understand what’s working and where I need to pivot. Tools like Kirkpatrick’s Four Levels help me look beyond “did they like it” and into “did it change anything?” Evaluation, when done right, increases the likelihood of meaningful application. The ultimate evaluation will not be of the teachers, but of the students.

⚠️ LIMITATIONS of A.D.D.I.E.

🔍 Analysis – The Risk of Overthinking
I could stay in this phase forever; surveying teachers, digging through policies, and trying to understand all the system-level barriers. But that delays getting students into meaningful projects. ADDIE encourages deep analysis, which is a strength; but I have to recognize when it’s time to move forward.

💡 Design – Too Clean for Real Life
Design can feel overly linear in ADDIE; real-world instruction isn’t always that tidy. In project-based learning, there’s overlap between designing, testing, and even revising while teaching. I’ve had to build flexibility into my design approach so it feels more agile and responsive than the model suggests.

🛠️ Development – Risk of Overproduction
ADDIE can make development feel like it has to be perfect before moving on. But sometimes good-enough is good enough; especially when working with teachers who value usable, not polished. I’ve had to resist the urge to over-design and instead focus on clarity, accessibility, and function.

⚙️ Implementation – Ideal vs. Reality Check
The model assumes perfect conditions; real implementation doesn’t. I won’t always have tech support or guaranteed planning time. That’s forced me to think about scaffolding and just-in-time support that helps instructors and learners navigate the tools independently.

📊 Evaluation – Knowing When to Let Go
Evaluation is powerful; but if I’m not careful, I’ll keep tweaking the course forever. There’s a point where I have to trust the design, launch it, and allow for iterative improvement over time. ADDIE supports continuous improvement; but I have to be intentional about when to call something “ready enough.”

REFERENCES

University of Maryland Global Campus. (2024). The analysis phase. Brightspace.

University of Maryland Global Campus. (2024). The design phase. Brightspace.

University of Maryland Global Campus. (2024). The development phase. Brightspace.

University of Maryland Global Campus. (2024). The implementation phase. Brightspace.

University of Maryland Global Campus. (2024). The evaluation phase. Brightspace.

Gardener, J. C. (2011, September 25). The ADDIE analysis 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

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

University of Maryland Global Campus. (2024). Strengths and limitations of ADDIE. Brightspace.
AI and Design Tools:

Canva was used to create infographics.
ChatGPT (OpenAI, 2025) and Gemini (Google, 2025) were used to support revision, grammar correction, content reorganization, clarity in writing, and citations with prompts such as "Please review this for clarity and organization and give me feedback on what I should revise."

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