ADDIE instruction design model

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The ADDIE instruction design model is a model for developing an instruction system ( Instructional Systems Design, ISD ). It is used to select and implement a suitable model for training projects, although this depends on the circumstances and the goals pursued. In addition, a training project must be embedded in a strategy if it is to be successful. From the determination of a starting point to the evaluation , the ADDIE model provides a practical central theme for all approaches to instruction design. The core is a systematic coordination of the individual development phases analysis, design (draft), development in the narrower sense (development), implementation and evaluation .

The abbreviation ADDIE stands for the five phases for the practical implementation of the instruction design in an instruction system:

The ADDIE model in action
  • A nalysis
  • D esign
  • D evelopment
  • I mplementation
  • E valuation

history

The ADDIE model was developed at Florida State University , where research was carried out on a program to implement an instruction model for military training, which was suitable both for training individual persons for special tasks and for developing curricula for comprehensive cross-armed forces Training measures.

The model comprised different steps within each of the five phases , whereby the approach amounted to first going through one phase completely before moving on to the next phase. Over the years, the individual steps have been revised, making the model more dynamic and interactive.

Analysis (analysis)

The analysis covers the areas:

  • target group
  • work environment
  • Content
  • tasks
  • learning goals

You can u. a. align with the key questions:

  • Who are the learners and what are their characteristics? (Number, age, prior knowledge, gender distribution, etc.)
  • What are the new skills to be achieved?
  • What are the learning restrictions? (Motivation, intrinsic or extrinsic basis of motivation, etc.)
  • How are the learning conditions?
  • What are the educational intentions?
  • Which learning theory considerations are useful?
  • What time requirements have to be met?

design

In the design phase :

  • set the educational, external and technical strategy
  • This strategy then checks for cognitive, affective and behavioral goals, taking into account the goal setting
  • set the learning environment and materials

Here, based on the results of the analysis, a decision may be made in favor of a model of the instruction design or a combination of several.

The design phase thus includes the learning object analysis as well as the planning of the training units and the selection of media, using a systematic and specific approach.

During the learning object analysis, the contents are examined logically and didactically , taking into account the learning objectives (see analysis above ), and then classified according to learning ability and competencies.

A systematic approach here means the logically planned procedure in the identification, development and evaluation of a number of strategies, with attention to the objectives of the project.

The specific approach means that each element of the planning must be worked through step by step, taking into account the individual details.

The design phase also includes integration:

  • of the learning content
  • of the exercises
  • the learning specifications as well as the assessment criteria and instruments

Development

In the development phase, based on the design planning:

  • a script created
  • the materials developed
  • the media produced
  • the programs developed and tested etc.

Here it must also be decided whether development tasks are to be carried out in-house or media to be purchased or commissioned.

Evaluation

The evaluation is the systematic integration of suitable control instruments into all processes . Here, data is collected to examine the benefits of a measure or individual parts of it:

  • in formative form; that is, accompanying the process
  • summative form; so for analysis afterwards

Thereby apply u. a. following key questions:

  • What is the purpose of the evaluation?
  • What information should be collected?
  • Who is this information intended for?
  • What must be ensured for the evaluation?

The evaluation applies to quality assurance :

  • all phases of instruction design
  • of the system
  • the measure

It is therefore related to technical-functional aspects on the one hand, and didactic questions. This includes questions about technical issues, such as functionality, stability, aesthetics or clarity, as well as questions to the learners about handling, interest, motivation, expectations, suggestions for improvement, achievement of learning goals, etc.

See also

literature

Remarks

  1. ↑ See Niegemann et al. 2008, p. 629.
  2. ↑ See Morrison et al. 2010
  3. ↑ See Niegemann et al. 2008, p. 20.
  4. ↑ cf. Branson et al. 1975.