ADDIE BASED FIVE-STEP
METHOD TOWARDS INSTRUCTIONAL DESIGN
Introduction
Simple step methodologies provide an
organized design procedure for the use of instructional materials that can
facilitate the creation and maintenance of classes and trainings. These methodologies are applicable to current
courses, suggesting practices for redesign to infuse your delivery with a new
effectiveness and vitality. They may be
utilized for incorporating new technology into the creation and delivery of
courses. They are also beneficial for
the development of courses using alternative delivery methods.
ADDIE
First
apply the ADDIE Instructional Design technique methodology individual steps are
to Assess and analyze needs, Design instruction and presentations, Develop materials, Implement activities and courses, and Evaluate participant progress and instructional materials effectiveness.
It suggests to follow 5 steps to prepare our effective instructional plan.
ADDIE Model
The ADDIE model describes a
systematic approach to instructional development. The term is virtually synonymous with
instructional system development (ISD) and evolved informally through oral
tradition. It is not a specific, fully
elaborated model in its own right but rather an umbrella term that represents a
family of models that share a common underlying structure. The acronym ADDIE refers to the major
processes that comprise the generic ISD process: Analysis, Design, Development, Implementation,
and Evaluation. When used in ISD models,
these process are considered to be sequential but also iterative, as depicted
in Figure 1.
ANALYSIS |
DESIGN
DEVELOPMENT
IMPLEMENTATION
EVALUATION
Figure 1: An ISD Model Featuring the
ADDIE Processes
The
basic engine of ISD models is the system approach: viewing human organizations
and activities as systems in which inputs, outputs, process (throughputs) and
feedback and control elements are the salient features. Advocates claim that the process of designing
instruction can be carried out more efficiently and effectively if the steps
are followed in a logical order so that the output of each step provides the
input for the next. For example, the
output of the Analysis phase is a set of performance deficiencies (such as
errors being made by workers), which can be broken down to determine what ought
to be taught. This output is converted
into statements of performance objectives.
In the Design phase the content and objectives are examined to decide on
appropriate sequencing, media and methods-specifications that comprise the
blueprint for the instruction. The
blueprint created in the Design phase is converted into instructional materials
and procedures in the Development phase.
The materials and procedures are used by actual learners in the
Implementation phase. In the Evaluation
phase the learners and the instructional system are probed to decide whether
revisions are necessary, in which case the process would be repeated with the
next version of instruction.
The
iterative aspect of the model is represented by the line and arrows running
vertically down the left side of the model and the two-headed arrows between
each component, as depicted in Figure 1.
Each major phase of the process is accompanied by some sort of formative
evaluation to test the adequacy of the decisions made during that phase. After Analysis, for example, are the
descriptions of the audience and the learning needs accurate? After Design, are the objectives and methods
judged appropriate by experts? After Development, does the prototype work in a
small-scale tryout (or how can it be improved)?
After Implementation, did the entire intervention achieve its goal (or
what remains to be done)? This summative
evaluation is what is symbolized by the final Evaluation phase. At each of these phases, the results of the
evaluative activity could lead the developers to revisit earlier steps (thus
the two-headed arrows).
Origin of ADDIE Model
Robert Branson (1978) recounts, the
Centre for Educational Technology at Florida
State University
The
underlying concepts of the IPISD model can be found in an earlier handbook by
Leslie Briggs (1970), who also was affiliated with Florida State
University
Although
Sivasailam Thiagarajan (1976) is sometimes cited as the originator of the ADDIE
label, this is not satisfactory because he only refers to “the basic systems
approach A-D-E model” and not “ADDIE”, nor does he provide a visual or verbal
model as such.
In
fact, the term “ADDIE” does not appear at all in the many textbooks on instructional
design, the dictionaries or encyclopedias of education, or the several
histories of instructional design written in the 1980s and 1990s.
The
ADDIE processes appear in a figure in a how-to monograph distributed by the
American Society for Training and Development on “basis of instructional
systems development” (Grafinger 1988), as shown in Figure 1, but nowhere in the
monograph is the acronym ADDIE itself given (it is consistently referred to as
the “ISD model” in Grafinger (1988).
Similarly, Allison Rossett (1987) includes a figure showing an ISD model
in which the super ordinate boxes are labeled with the five ADDIE names, but
the caption reads “What happens during ISD”.
ADDIE also appears quite frequently on the World Wide Web in various
manifestations. One of the better-known
web sources is “Big Dog’s ISD Page” (Clark
1995). As with Deborah Grafinger and
Rossett, Donald Clark provides a visual model incorporating the ADDIE terms but
refers to it as the “ISD model”.
The proposed five steps
ADDIE was one of the first Design Models;
there has been much discussion about its effectiveness and appropriateness. Malachowski
introducing this methodology for its simplicity, ease of application, and
cyclic nature.
On
his way to work we analyze how his
last class/presentation went and about what he can do to do to make it
better. He examines the goals and
objectives of the presentation and the nature of the participants to try to
determine the appropriateness of the instructional design. How did the last session go? What stimulated the participants, when did
their eyes start glaze over, the yawns start, and the heads nod? Is he meeting
their needs?
Design is
concerned with subject matter analysis, lesson planning and media selection.
A
course of instruction may focus on skills from three different objective
domains, Cognitive, Psychomotor, and Affective.
Bloom’s
taxonomy orders this Cognitive domain from the most simple, Knowledge, through
Comprehension, Application, Analysis Synthesis to the most complex, Evaluation.
The
Psychomotor domain is concerned with gross and fine-motor skills looking at
behaviours that can be determined through task analysis.
The
Affective domain deals with attitudinal behaviour from simple awareness and
acceptance to internalization as attitudes become internalized. Progress can be mapped utilizing Krathwohl,
et. al.’s five levels of: Receiving, Responding, Valuing, Organizing and
Characterizing.
Lesson
planning requires that you determine your:
·
Objectives
defined in terns of specific measurable objectives or learning outcomes.
·
Skills, knowledge
and attitudes to be developed.
·
Resources and
strategies to be utilized.
·
Structuring,
sequencing, presentation, and reinforcement, of the content.
·
Assessment
methods matched to the learning objectives to ensure agreement between intended
outcomes and assessment measurements.
Joyce and Flowers list seven
instructional functions I often use; you may find these useful in determining
how best to incorporate available technology into your presentations.
§ Informing the learner of the
objectives,
§ Presenting stimuli,
§ Increasing learner attention,
§ Helping the learner recall what they
have previously learned,
§ Providing conditions that will
provoke performance determining
sequences of learning,
§ Prompting and guiding the learning.
The choice of media is determined by
contingencies of the participant’s needs and available resources.
Development is
a process of creation and testing of learning experiences and seeks to answer
questions such as:
Have the learning needs and
characteristics of the participants been accurately analyzed?
Were the problem statement, the
instructional goals and the instructional objectives appropriate for the
learning needs of the participants?
To what extent are the teaching
resources, instructional strategies and the participant learning experiences
successful in effectively meeting the instructional goals and objectives of the
target audience?
Is it possible to accurately assess
participant learning with the proposed course of instruction?
Negative
responses indicate a need for revision.
Implementation is the presentation of
the learning experiences to the participants utilizing the appropriate
media. Learning, skills or
understanding, are “demonstrated” to the participants, who practice initially
in a “safe” setting and then in the targeted workspace. It may involve showing participants how to
make the best use of interactive learning materials, presenting classroom instruction,
or coordinating and managing a distance-learning program. The progress of the learning frequently
follows cyclic patterns based on motivation and intention. Curriculum should be organized in a spiral
manner such that the participant continually builds upon what they have already
learned.
Evaluation is
of two levels. The most important is to
gauge the success of the participant obtaining and retaining the demonstrated
skills and understandings. The second is
to determine how successful the instructional design package was in facilitating
effective participant learning. The
final question becomes how I can modify the package to improve its next
presentation.
Advantages of ADDIE
ADDIE
provides an organized design, It suggests practices for redesigns. It is effective and function well, It in corporate new technology. It is beneficial for development of courses
using alternative delivery methods.
People introducing this for its simplicity, ease of application, and
cyclic nature. It helps for the teachers
are concerned with subject matter analysis, Lesson planning and media
selection, etc.
Conclusion
Cognitive experience situated in
authentic activities such as project-based learning, cognitive apprenticeships,
or case-based learning environments result in richer and more meaningful
learning experiences. Social negotiation
of knowledge allows a process by which learners form and test their constructs
in a dialogue with other individuals and with the larger society. Collaboration becomes a principal focus of
learning activities so that negotiation and testing of knowledge can occur.
These
simple step methodologies are useful because they provide an organized design,
incorporate new technology and beneficial for development of courses using
alternative delivery methods.
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