ADDIE Model History

ADDIE (Analysis, Design, Development, Implement, Evaluate) is a model of the ISD

family (Instructional System Design). It has evolved several times over the years to become
iterative, dynamic, and user friendly. ISD includes other models, such as the Dick & Carey (2004)
and Kemp (Gustafson, Branch, 1997) models.

While the concept of ISD has been around since the early 1950s, ADDIE first appeared in
1975. It was created by the Center for Educational Technology at Florida State University for the
U.S. Army and then quickly adapted by all the U.S. Armed Forces (Branson, Rayner, Cox,
Furman, King, Hannum, 1975; Watson, 1981). The five phases were based somewhat on a
previous ISD model developed by the U.S. Air Force (1970) called the Five Step Approach. It also
has a lot in common with Bela Banathy's model.
Revised ADDIE Model

Six years later, Dr. Russell Watson (1981), Chief, Staff and Faculty Training Division of the Fort
Huachuca, Arizona, presented a paper to International Congress for Individualized Instruction. In
it, he discusses the ADDIE model as developed by Florida State University.

Watson's model was based on the one developed by Florida State University in that the five phases
are the same, but the steps within each phase have been slightly modified (Branson, Rayner, Cox,
Furman, King, Hannum, 1975).

A model is a simplified abstract view of a complex reality or concept. Silvern defines a model as a
“graphic analog representing a real-life situation either as it is or as it should be” (AECT, 1977).
This makes ADDIE a model.

ID (Instruction Design) models differ from ISD models in that ISD models have a broad scope and
typically divide the instruction design process into five phases (van Merriënboer, 1997). Note that
some ISD models, such as the Dick & Carey ISD model, may not use the same terms, but will
have the same concepts.

 Analysis
 Design (sometime combined with Development)
 Development or Production
 Implementation or Delivery
 Evaluation

The Dynamics of ADDIE

When the ADDIE model first appeared in 1975, it was strictly a linear or waterfall model. For
example, in October 1981, Russell Watson presented a paper.

The five phases of ISD are analysis, design, development, implementation, and evaluation
and control. The first four are sequential in nature, but the evaluation and control phase is a
continuous process that is conducted in conjunction with all of the others.
In addition Merriënboer wrote in 1997 (p3):

The phases may be listed in a linear order, but in fact are highly interrelated and typically not
performed in a linear but in an iterative and cyclic fashion.

In addition to evolving to a more dynamic structure, the last phase was changed from “Evaluation
& Control” to simply “Evaluation” (Hannum, 2005). Thus, the model becomes ADDIE and not
ADDIEC.

ADDIE The Acronym

While the ADDIE model has been around since 1975, it was generally known as SAT
(System Approach to Training) or ISD (Instructional System Design). The earliest reference that I
have been able to locate that uses the acronym of “ADDIE” is a paper by Michael Schlegel (1995),
in A Handbook of Instructional and Training Program Design.

Schlegel writes:

This paper will utilize the generic Design Model of Analyze, Design, Development,
Implementation, and Evaluation (ADDIE) is utilized, and provide detailed job aids in the form of
rating sheets and checklists for each of the four major steps.

The broad scope and heuristic method of ISD has often been criticized by others because it
tells learning designers what to do, but not how to do it. Yet it is this broad and sketchy nature of
ISD that gives it such great robustness. Merriënboer (1997, p3) notes that other ID and learning
models can be used in conjunction with ISD.

While ADDIE strives to identify adequate on-the-job performance so that the learners can
adequately learn to perform a certain job or task (Branson, Rayner, Cox, Furman, Hannum, 1975),
it was never meant to determine if training is the correct answer to a problem. Thus the first step
when presented with a performance problem is to use a performance analysis .
Definition: ADDIE Instructional Design Process

Instructional design (ID) is a systematic, systemic iterative methodology for designing

instruction and instructional materials. With a firm foundation in research from the learning
sciences, instructional design is also informed by research in information and media design, user
interface design, and graphic design.

Although more than 100 ID models exist, almost all are based on the generic "ADDIE"
model, which stands for Analysis, Design, Development, Implementation, and Evaluation.

As practiced today by instructional designers in higher education, the ADDIE model is

used as an easy to remember heuristic that is an iterative not linear process. Ideally each phase of
the process is informed by rapid prototyping where feedback from students, instructors, and other
targeted users informs the next stage.

These steps can be followed for any level of instruction (lesson, course, curriculum) or for
the design of any kind of instructional material (web page, simulation, handout, PowerPoint slide).
Analysis

Before embarking on the design of instruction or instructional materials, the analysis phase
involves gathering information to inform decisions about instructional strategies, media and
technology, and evaluation of the success of the design.

 Instructional Goals - What are the general goals for the learner?

 Learning Outcomes - How will you know if the learners have met these goals? What
changes in performance, knowledge, attitudes, and skills will be observable and
measurable?

 Learner Characteristics - What prior knowledge do learners have? What are their learning
goals and motivation for engaging with the instruction?

 Learning Environment - What physical classroom constraints may affect the design of the
instruction?

 Project Management - What time, resource and staff constraints affect the successful
implementation of the project?

Design

Given the information from the analysis stage, a preliminary design for the new instruction and/or
instructional material will be created. This could involve the following:

 Task design - What are the steps the learner is expected to follow to accomplish a specific
task?

 Information design - How much content will be presented and how will the design draw
attention to important information?

 User interface or graphic design - What will the handout, Web page, or PowerPoint slide
look like? How easy is it for learners to use?

Ideally, feedback on this first prototype for the design will be gathered from a small set of typical
or targeted learners or subject matter experts to see if the design reasonably reflects the goals set
down for the instruction or instructional materials. Often a rapid paper or online prototype of the
instruction or associated materials will save time later in avoiding any major problems with users
and learners in the first implementation of the curriculum, instruction or material.
A preliminary design for the evaluation of the first implementation of instruction is also an
important step during this phase. If planning for feedback and evaluation of the instruction and
materials is not included throughout the ADDIE process, it may result in a poorly designed
evaluation that does not adequately reflect the goals and objectives for the new or redesigned
instruction and materials.

Development

This phase involves the actual creation of any "deliverables" such as a Web page, handouts,
PowerPoint slides, or online activities that will be used with learners in the first implementation.
Different media and technology specialists or staff may be responsible for different aspects of the
development stage, so working with development team needs to be carefully planned and
organized to meet deadlines for delivery.

Implementation

This phase of the process describes the first use of the instruction or materials with learners.
Ideally those involved with the design and development of the instruction and materials will be
able to continue to follow the project once it is implemented with actual learners. Learner
problems or unforeseen instructional challenges may arise with the first implementation of the new
instructional design and materials, so it is important to remember that this stage is part of a process
and not simply the end of the design and development project.

Evaluation

During this phase evaluative feedback on the effectiveness of the instructional design of the lesson,
course, curriculum or materials in meeting the original instructional goals and learning objectives
will be gathered. If the feedback meets the expectations and goals for the design, then it can be
considered summative or final. However, based on this feedback, revisions in the design may be
necessary.
 English Lesson Plan using ADDIE as the instructional design model

Analyze:

 Design of course – This lesson is intended to last over two class periods. The students will
remain in a classroom setting starting with a group discussion lead by the teacher. The
classes will then divide into small groups and complete the lesson.
 Audience
o Form Three
o Subject area: Online Shopping
 Objectives
o Students will understand the following:
 Generate a list of questions they want to know about the topic.
 List information that they learned from reading the text.
 Create an informative poster using the information gathered.
 Identify Environment and Delivery – The environment is the classroom, where computers
with internet access are available for research. In addition, research materials on the Online
shopping topic are needed.

Design:

 Lesson plan in the making.

 Procedures

ACTIVITI STRATEGY/
ES APPROACHE
S

STEP 1

a. Display some samples of completed KWLH* charts LOTS:

(PICTURE 1).
 b. Discuss how to use the chart. Understanding

STEP 2
b. Students complete the 'Know' section of the KWLH
chart (WORKSHEET 1) for the topic 'Online
Shopping'. Reading Strategy:
c. Students construct questions to complete the
'Wonder' section of the KWLH chart. KWLH
d. Students browse websites (TEXT 1) and answer the
questions listed in the 'Wonder' section of the chart.

HOTS:
http://www.talented.com.my/malaysias-online-
Analysing
shopping-behaviour/
Evaluatin
g

http://corporate.walmart.com/_news_/photos/grocery-
home-shopping-infographic

http://www.indivirtualdubai.com/news/state-of-
ecommerce-in-the-middle-east
21st
Century
https://www.coupondaddy.in/online-shopping-india- Learning:
brief-analysis-infographic/ Collaboratio
n

e. Students complete the 'Learned' section of the chart.

f. In groups, students share their answer.

STEP 3 Reading Strategy:

a. In groups, students create an informative KWLH Chart
poster entitled 'Online Shopping' using the
information in their KWLH charts. HOTS:

Creating

21st
 Century
Learning:
Collaboratio
n

Develop:

 Reading Strategy: KWLH

 LOTS: Understanding

 HOTS: Analysing, Evaluating ,Creating

 21st Century Learning

 Materials needed for lesson:

o KWLH chart
o Website

Implement:

Undergone the teaching. All important data from the previous stages were implemented
successfully.

Evaluate:

 Had three group members to evaluate the whole process of teaching.

 Did the students achieve expected learning outcomes?

o You can evaluate on their time lines using the worksheet.
 LESSON PLAN FORM THREE

Class : 3 TEKUN

Day / Date : Monday – 14TH OCTOBER 2019

Time : 12.00 pm - 1.00 pm

Focus : Writing

BY THE END i. Generate a list of questions they want to know about the topic.
OF LESSON,
i. List information that they learned from reading the text.
STUDENTS ii. Create an informative poster using the information gathered.
CAN:

Reading Strategy:
KWLH LOTS:
Understanding HOTS:
Analysing
STRATEGIES/
Evaluating
APPROACHES
Creating

21st Century Learning

VALUE Honesty

LEARNING/ KWLH
TEACHING AIDS chart
Website
 SITUATION Educational

TEXT Multiple
FORMAT

TEXT TYPE Exposition

COGNITIVE Search and select relevant text

PROCESS

STEPS/TIME ACTIVITIES NOTES

Set Induction 1. Teacher ask pupils to answer all the question

listed:

Presentation 1. Display some samples of completed KWLH* charts

(PICTURE 1).
2. Discuss how to use the chart.
Practice 1. Students complete the 'Know' section of the KWLH
chart (WORKSHEET 1) for the topic 'Online Shopping'.
2. Students construct questions to complete the
'Wonder' section of the KWLH chart.
3. Students browse websites (TEXT 1) and answer the
questions listed in the 'Wonder' section of the chart.

http://www.talented.com.my/malaysias-
online- shopping-behaviour/

http://corporate.walmart.com/_news_/photos/gro
cery- home-shopping-infographic

http://www.indivirtualdubai.com/news/sta
te-of- ecommerce-in-the-middle-east

https://www.coupondaddy.in/online-shopping-
india- brief-analysis-infographic/

4. Students complete the 'Learned' section of the chart.

5. In groups, students share their answer.
Production 1. In groups, students create an informative poster entitled
'Online Shopping' using the information in their KWLH
charts.

Closure
1. Wrap up the lesson with some ideas from students discuss
about the similarities and differences of online shopping in
Malaysia and India.
2. Teacher will choose best poster to be shared on Edmodo.
 BIBLIOGRAPHY

1. Morrison, Gary R. Designing Effective Instruction, 6th Edition. John Wiley & Sons,

2010.

2. Piskurich, G.M. (2006). Rapid Instructional Design: Learning ID fast and right.

3. Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., Hannum, W. H.

(1975). Interservice procedures for instructional systems development. (5 vols.)

(TRADOC Pam 350-30 NAVEDTRA 106A). Ft. Monroe, VA: U.S. Army Training

and Doctrine Command, August 1975. (NTIS No. ADA 019 486 through ADA 019

490).

4. Ed Forest: The ADDIE Model: Instructional Design, Educational Technology

5. Molenda, Michael (May–June 2003). "In Search of the Elusive ADDIE Model".

Performance improvement 42 (5): 34–37. Amended version available at the author's

web site at Indiana University (Bloomington). (link is dead)

6. Strickland, A.W (2006). "ADDIE". Idaho State University College of Education,

Science, Math & Technology Education. Archived from the original on 9 July 2006.

Retrieved 2006-06-29.