ADDIE

In the analysis phase, the instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner's existing knowledge and skills are identified (UW, n.d.). 

Need analysis should be conducted at the start of any development effort to determine whether: training is required to fill a gap in professional knowledge and skills and whether e-learning is the best solution to deliver the training. This enables the identification of general, high-level course goals. 

Target audience analysis is another crucial step since the design and delivery of e-learning will be influenced by the key characteristics of the learners.

When a course is job-oriented, a task analysis identifies the job tasks that learners should complete and the knowledge and skills that need to be developed or reinforced. This type of analysis is mainly used in courses designed to build specific job-related skills. 

If the course is not job-oriented, a topic analysis is conducted to identify and classify the course content. This is typical of courses that are primarily designed to provide information (FAO, 2022).

Link to The ADDIE Analysis phase on YouTube

The design phase translates needs and goals analysis into a series of learning objectives by looking at the task/topic analysis. It formulates 1) a set of learning objectives associated with each unit, 2) sequencing of the curriculum structure, 3) instructional strategies, 4) delivery methods, and 5) evaluation. It also can encompass subject matter analysis, activities, exercises, assessments, media selection, etc. This phase should be systematic and specific through the use of a design model that provides the structure (UW, n.d.). 

1) Learning Objectives

Level of performance (Bloom's taxonomy of the cognitive domain: Remember, Understand, Apply, Analyze, Evaluate, Create)

Learning content (Facts, Procedures, Concepts, Principles, Interpersonal skills, Attitudes) (FAO, 2022)

2) Sequence

One of constructing logical and persuasive sequences is the prerequisite method that uses a learning objectives hierarchy, first teaching those skills that seem to be prerequisites for all other skills.

3) Instructional Strategy

• Expositive methods - provide orientation and basic concepts at the knowledge level. Requires learners to listen, read, and observe to absorb new information through video presentations, case studies, demonstrations, and examples.

• Application methods - promote active processes for learners to perform procedural and principle-based tasks. The instructor provides guidance and facilitates reflection for learners through demonstration practice, job aids, scenario-based, role play, symbolic simulations, serious games, guided research, and project assignment. 

• Collaborative methods - add a social learning experience, applying the social constructivism theory. Learners benefit from dialogue and discussion among facilitators and peers through online guided discussions, collaborative projects, and peer tutoring (FAO, 2022).

4) Delivery

The choice of synchronous and asynchronous delivery format depends on the instructional strategy, learner-related factors, technological and organizational aspects, and available time. 

By adjusting to match specific needs, stand-alone e-learning can be expanded to combined solutions followed by virtual workshops to address recent trends or local issues associated with the content and cultural differences (FAO, 2022). 

5) Evaluation

To accomplish specific purposes, evaluation takes place iteratively. 1) formative evaluation to improve the course during the development stage, 2) summative evaluation to measure the effectiveness of the course immediately after the implementation stage, and 3) confirmation evaluation to understand if it is valid or needs to be updated after a while completing the course.

The Kirkpatrick model encompasses 4 levels: Reactions -> Learning -> Behavior -> Results

The outcome of the design stage is a blueprint, also called an Instructional/Learning Design Document.

Link to The ADDIE Design phase on YouTube

The development phase is where instructional designers and developers create and assemble the content assets that were blueprinted in the design phase. In this phase, storyboards are created, content is written and graphics are designed. If e-learning is involved, programmers work to develop and/or integrate technologies (UW, n.d.). 

The process

1. Collect appropriate content with Subject Matter Experts

Type of content: facts/procedure/concepts/principles/interpersonal skills/attitudes

2. Build content with the script and/or storyboard

Determine how to present content based on the content type (FAO, 2022)

• Examples for learners to relate: deductive/inductive sequence

• Develop practice and assessment quizzes

• Multi-media elements

• Pedagogical agent

• Toolkit approach

• Demonstration-practice method

• Storytelling

• Case-based scenarios and serious learning games

• Gamification

• Microlearning

3. Create a prototype

4. Develop the course material

5. Conduct iterative run thorough and incorporate feedback

The outcome of the development stage is a course ready to be released.

Link to The ADDIE Development phase on YouTube

During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators' training should cover the course curriculum, learning outcomes, methods of delivery, and testing procedures (UW, n.d.). 

The process

1. Train the instructor

2. Prepare the learners - pre-course communication and interaction

3. Arrange and monitor the learning space

The outcome of the design stage is a live instructor-led course or/and e-learning on LMS.

Link to The ADDIE Implementation phase on YouTube

The evaluation phase plays an important role in the beginning and at the end of the process. Evaluation objectives reflect much of the discoveries found in the Analysis process. These discoveries include the achievement of learning objectives, the transfer of job-related knowledge and skills, the reaction and engagement of the learner, and the impact of the project on the organization. The evaluation ensures that all stated goals of the learning process will meet the specified needs of the learning objectives.

When looking at the process, you must avoid the thought that it is structured in chronological order. Rather, the ADDIE Model is a continuous circle with overlapping boundaries. Of all of the process phases, the evaluation can take place accordingly  (UW, n.d.). 

• Formative evaluation: clarity, impact, feasibility (one-to-one, small group, field trial)

• Summative evaluation: reaction, learning, behavior, result

The outcome of the design stage is an evaluation report and actionable change of the course.

Link to The ADDIE Evaluation phase on YouTube