Question

Can you give me an overview of the phases of the ADDIE model, analysis, design, develop, implementation and evaluation. What happens in each phase.

Answer 1

                                                     ADDIE MODEL (Instructional System Design (ISD))

                The ADDIE Model is an iterative instructional design process, where the results of the formative evaluation of each phase may lead the instructional designer back to any previous phase. The end product of one phase is the starting product of the next phase.

              Instructional design is the systematic approach to the Analysis, Design, Development, Implementation, and Evaluation of learning materials and activities. Instructional design aims for a learner-centered rather than the traditional teacher-centred approach to instruction, so that effective learning can take place. This means that every component of the instruction is governed by the learning outcomes, which have been determined after a thorough analysis of the learners’ needs. These phases sometimes overlap and can be interrelated; however, they provide a dynamic, flexible guideline for developing effective and efficient instruction.

          Definitions of ADDIE model: “..the ADDIE Model is merely a colloquial term used to describe a systematic approach to instructional development, virtually synonymous with instructional systems development (ISD).” (1) “The ADDIE model consists of five steps: analysis, design, development, implementation, and evaluation.

            meaning of Addie model: For many years now, educators and instructional designers alike have used the ADDIE Instructional Design (ID) method as a framework in designing and developing educational and training programs. “ADDIE” stands for Analyze, Design, Develop, Implement, and Evaluate. This sequence, however, does not impose a strict linear progression through the steps. Educators, instructional designers and training developers find this approach very useful because having stages clearly defined facilitates implementation of effective training tools. As an ID model, Addie Model has found wide acceptance and use.  

           purpose of the Addie model: The Addie model is an instructional design methodology used to help organize and streamline the production of your course content. Developed in the 1970's, ADDIE is still the most commonly used model for instructional design.

                Originally developed in 1975 by Florida State University for the U.S. Army, ADDIE remains the default instructional design process for many organizations. This model was originally created as a very detailed process, however, these days most instructional designers will only be familiar with its five main stages:

1. Analysis

2. Design

3. Development

4. Implementation

5. Evaluation

         All five phases are equally important, but in practice, most effort is often put into the Design and Development stages, while the Analysis, Implementation, and Evaluation phases are often less well done. This could be caused by time constraints on L&D for rapid development, or our tendency to start (and complete) tangible work and skimming over the critical, yet unseen, elements.

Phases of ADDIE (Analysis, Design, Development, Implementation and Evaluation)

1. Analysis phase

The analysis stage was originally conceived to analyze the job tasks associated with the training. Now, it’s often seen as an analysis of the learners and learning requirements rather than performance analysis.

For example, you might look at the content availability on a certain topic, consider delivery options for the training, and assess project timelines.

Extra Insight: This stage often doesn’t include analysis of either the business and performance goals attached to the training, or questions around what learners need to do differently or better to achieve those goals. And typically, very little time is allowed for the analysis phase.

         The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner's existing knowledge and skills. Questions the analysis phase addresses include:

Who are the learners and what are their characteristics?

What is the desired new behaviour?

What types of learning constraints exist?

What are the delivery options?

What are the pedagogical considerations?

What adult learning theory considerations apply?

What is the timeline for project completion?

The process of asking these questions is often part of a needs analysis. During the needs analysis instructional designers (IDs) will determine constraints and resources in order to fine tune their plan of action.

         • In analysis of the learner. We need to know what do the leaner’s know already about the topic, so we can

build our plan on what they learned and know what information the audience needs and how much. We need to

know the needs and problems of the learners. In order to identify that, we can do surveys, interviews, pretests, or

pre-assessments of the audiences to collect data about them. For instance, if we choose to teach history class and

our topic is Ancient Civilizations, an effective way to start is to bring a big world map and ask the learners to

identify and point out any ancient civilizations on the map.

• In analysis of instructional goals. We have to identify obvious goals for the specific instruction. What do you

want the learners learn? When you clearly identify your specific goals, you will save much in time and sources. In

fact, you will create a very effective instruction design. An example on our topic is that we want our learners to

identify Ancient Egypt on the map, provide examples of contributions of their civilization, and describe three

enduring artifacts constructed by Ancient Egypt.

• Developing instructional analysis. Is very hard and complicated. When we identify specific goals we will start

to write all the important steps and all the details that we need to achieve the goals. In fact, this phase is more

visible from the instructional designer because we need to edit back and forth.

2.Design phase

     The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method that identifies, develops, and evaluates a set of planned strategies for attaining project goals. Specific means the team must execute each element of the instructional design plan with attention to detail. The design phase may involve writing a design document/design proposal or concept and structure note to aid final development.

       Design phase is the next step in ADDIE model. This phase is really about applying the instruction. In fact, the

instructional designer in this step thinks about how design instruction can really be effective in ways that facilitate

people’s learning and interaction with the materials you create and provide. Furthermore, in design phase the

instructional designer evolves and focuses on designing assessment for (his/her) topic, select a form of the course,

and creating their own instructional strategy.

• An assessment’s design. Assessing your learner’s outcomes on your subject is very necessary but before, that

it is important to know how you will assess these outcomes when you are working on your instructional

design. To do the assessment effectively, you must use the data that you already collected from the former

stage, which is Analysis phase. Along with that, make sure that your assessment is strongly related to the

content and context. Also, when you write your assessments make sure your tasks or questions are written

well, so there is no mistake or misunderstanding that might lead to confusion by the learners. For instance, if

your topic is about Ancient Egyptian civilization, do not talk about modern civilizations or ancient

civilizations that have nothing to do with Ancient Egypt.

• Select a form of the course. The second part of the form of your course is to choose a delivery system. Form’s

course means how you are going to represent your materials about the topic. In fact, there are many formats

you can use in order to deliver the content; for instance, lecture in the classroom, online over the Internet,

self-based workbook, etc. or in course that integrates many methods. That means you have to select the form

of the course that match your design assessment. For example, if the learners are going to take tests by using

their own laptop, the effective way then is to select the form of the course that allows the learners to use their

own laptop. For example, give the learners a chance to research about the pyramids using their own laptop.

· Creating instructional strategy. After you have finished the assessment’s design and created the form forthe class, we will start creating the strategies for the instructional design. Truly, the course strategy is a combination of many methods to help the learners understand the topic (for instance, lectures, discussions,reading, and activities, etc.). An example might be a website that has links to guest speakers or experts (suchas Zawi Hawass, the foremost Egyptologist currently in Egypt), to other websites or to activities that thelearner can engage in to practice the ideas and skills being presented, such as a matching of terms to theirdefinitions.

In addition, when we work on creating the strategies we have to consider motivating our learners, so they canrecognize the importance of our topic.

For example, if I want teach the students about using the Photoshop program, a good way to motivate them is toexplain that they can use this program to make their own photo in a professional work. We must not forget toclarify the objectives of our course so the learners can see the elements of our strategies. This means we have touse words that describe observable and measurable behaviors and outcomes. Also, you have to make sure that youdo not include unnecessary information in your topic to avoid making your learners confused or lost and we mustinclude examples to clarify the information. For instance, I provide an example about each phase and step that Italked about in order to provide additional clarification.

     Another important point as well, to give the students chances in your instructional strategies to participate in and consider activities, but those things need to be accompanied with feedback. For example, we have an application on the iPad for preschool level that asks them to match the animals’ pictures to each other. The feedback in this case will be a sound of clapping if they found the correct image or if it not they will hear a sound like oh. Each instance of the same animal picture has the same animal sound. From this feedback, the learners can recognize both the sound and the picture of the animals and additionally they will know if they did it right or wrong.

   

3.Development phase

     In the development phase, instructional designers and developers create and assemble content assets described in the design phase. If e-learning is involved, programmers develop or integrate technologies. Designers create storyboards. Testers debug materials and procedures. The team reviews and revises the project according to feedback. After completing the development of the course material, the designers should conduct an imperative pilot test; this can be carried out by involving key stakeholders and rehearsing the course material.

      This phase depends on the first two phases, which are the analysis and the design phase. That mean, if we did these phases correctly the development will be easier. In this third phase, the instructional designers integrate the technology with the educational setting and process. Also, keep in mind the backup plan in case that the technology that we choose does not work. For example, if we consider Google research to find some information about what the word Ancient civilization means and the Internet does not work, we have a backup, which is PowerPoint presentation. Moreover, the instructional designer starts to develop and create a good quality factual sample for the instruction design, the materials of the course, and run through of the conduction of the course.

• Create factual sample for the instruction design. In this step we are going to create samples of our materials in order to show your work to your director and make sure that you are in the right track. For example, if we were writing a blueprint about the Ancient Egyptian civilization it is very helpful to show our

learner the blueprint with our instruction strategy that we created in the previous phase (the design phase).

This way, we can get (his/her) feedback about our progress and working to improve our sample. This step is

important because when you get feedback from a sample of the population that the instructional design is created for, you can work smoothly and identify the weaknesses that we have without having to redo all the

materials since there are some things good and other things not good that happened in them. This step helps

us identify these good things and ones that need to be revised.

• Develop the materials of the course. After we are done from our sample and are satisfied with its design, it is time to start developing our course materials. From the activity we decide to include our instructional strategy

along with our sample that we made before. Furthermore, we must pay attention to the advice and suggestions from our boss or supervisor in order to improve our materials. Moreover, we can give our review section of

the course materials to a client or friend and see if there is any weakness or any comments, criticisms, and suggestions.

• Run through the conduction of the design. After we are done from developing course materials, we are ready to start this step, which is a run through of the design, like a practice run or a pilot test. This step is the actual time to do rehearsal for our course using all materials we had created. We have to involve our friend in this step so we can treat our friend as a real learner and use the exact same conditions of the real-time as if we have to teach the learner. In this situation, it will be great if we prepare an assessment for feedback in order to help us find out weaknesses and work hard to improve it.

4. Implementation phase

   The implementation phase develops procedures for training facilitators and learners. Training facilitators cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation for learners includes training them on new tools (software or hardware) and student registration. Implementation includes evaluation of the design.

      This phase is about transforming our plan into action. In order to go through this phase, we have to consider three major steps, which are training the instructors, preparing the learners, and organizing the learning environment. With these three steps we can display our course in very active and authentic ways to achieve the implementation phase.

      • Training the instructors. Working to train the instructors is a very important process in the implementation phase because sometime the person who is training is not the one who creates the instructional materials. For example, if I get a job that allows me to create materials for a history class, I need to finish developing all the previous phases, which were analysis, design, and development phases. It is time to train the teachers on materials, course objectives, multi-media, assessment, and activities I decided to include. When we train the faculty before the actual course starting, they will become aware and understand all of the materials. Even more, they are going to be more comfortable using it.

       • Prepare the learners. Since we did training for our faculty or the instructors, we need to move on to the next process of the implementation phase, which is preparing our learners for the instruction that we developed. Along with preparing the learners, we want to be sure that these learners have all materials, tools, and knowledge to contribute to the course or the class. For instance, for a course in education technology will start we want to make sure that the learners are familiar with the information about this course such as when and where the course will be, how many credits this class accounts for, what software is necessary, etc.

        • Organizing the learning environment. The last process in the implementation phase is coordinating the learner’s space. In fact, this is not just to be sure that there are classes available to teach this class or be able to provide chairs, tables and white board. For example, if I am the instructor and my course is going to be about Using Photoshop as a Professional, I need to make sure that the class I choose has a lab and all computers will include Photoshop program, along with making sure that this program is working. We provide this step because it will help achieve the delivery of the course without any issues. Also, the instructors should prepare all handouts and the extra materials they might use during the class time. Furthermore, the instructors need to prepare all materials (he/she) needs in order to deliver the content like markers or checks. If the instructors are prepared with all these details they are going to focus only in delivering the content and experience.

     5 .Evaluation phase

       The final process in ADDIE model is Evaluation phase. It is very important to evaluate each step in order to make sure that we achieve our goals using the instructional design and materials to meet the learner needs. Additionally, when we talk about evaluation, we talk about two types of evaluation, which are formative evaluation and summative evaluation. First, formative evaluation is a continuing process that we do as we are working on our instructional materials in each phase on ADDIE model. There are three basic processes of formative evaluation, which are one to one, small evaluation group, and trial in the field. When we evaluate, we want to choose learners that have similar features to our real learners and evaluate the materials based on that.

         

   The evaluation phase consists of two aspects: formative and summative. Formative evaluation is present in each stage of the ADDIE process, while summative evaluation is conducted on finished instructional programs or products. Donald Kirkpatrick's Four Levels of Learning Evaluation are often utilized during this phase of the ADDIE process.

            • One to one formative evaluation. This process of evaluation is based on evaluating each material we used in order to see if this material was effective and identifying the strength and the weaknesses of our materials and working to improve it. For example, if I want to teach the learners basic information about how to create slides show on PowerPoint program, I may use a short presentation about this topic. After finishing showing the leaner’s this presentation, I will ask them some important questions to make sure if this presentation was effective, like is this presentation was clear? What you understand from it? Finally, I will let them start creating their own slide using PowerPoint. Now, if I would like to write an assessment it must be clear.

              • Small evaluation group. When we are done from making changes based on what we discovered during one to one stage of evaluation, the next stage will be making a small group evaluation. This stage is evaluating the effectiveness and achievement of the changes that we made in the previous one to one stage. Another point as well, is the importance of observing if the activities work well for the group situation. Also, we are looking for the assessment of these activities to be lucid, effective, and practicable. Even more, to make this stage of evaluation more effective, we need to carefully choose different subpopulations that entirely represent our groups of learners in the course. For instance, choose a group of students that know how to use basic information about Photoshop program and another group of students that do not know that much about it.

              • Formative evaluation on trial in field. When we finished those two evaluation strategies, now we are ready for real-time rehearsal for all activities that we included in our instructional design. In this case, we need to prepare environments similar to the real environment of our course, as well as one to one and small evaluation of groups. This stage needs to be clear, effective, and practicable in order to finish this evaluation and the content and our instruction design be ready to deliver.

            • The second type of evaluation is summative evaluation. It is very important to use summative because this type of evaluation helps us to see the real value for our instructional design when the whole instruction for the course is finished. With the summative evaluation we can evaluate the learners’ outcomes as well as the effectiveness of all of the components of the design after the students complete the course or design. In fact, we can create specific assessment questions that make the students display how they classify the instruction from strongly disagree, disagree, natural, agree, to strongly agree. For example, how do you feel about the textbook that we used in this course. So the answer will be limited to these choices strongly disagree, natural, agree, strongly agree.

             Even more, we can ask them open-end questions to help us see where the weaknesses and work hard to improve it.

         • There is a important point we have to be sure we include it when we write the assessment, which is making the evaluation anonymous from the learners so they can give us a honest evaluation without being afraid from us and we can get real benefits in order to improve our instructional design and reach the instructional goals.

          ADDIE's Advantages and Disadvantages

      Advantages or strengths of the ADDIE model are that it is cost effective, and it saves time for both the learner and the instructor. The ADDIE model is so consistent that it makes for effective training in its use, and as a result promotes effective learning.

    The advantage of the ADDIE model is that it is simple to use and can be applied to curriculum that teaches knowledge, skills, or attitudes. But regardless of the model being used, a structured, comprehensive approach to curriculum development will aid educators in meeting the needs of their learners.

   Disadvantages, is that the process is too systematic and too time - consuming to implement. Working with The ADDIE Model can be too systematic for teachers. Just the analysis section would be too vigorous to approach.

      The drawbacks aren’t that many, but do exist, as it would with any other model process. So, as we run into The ADDIE Model being too systematic and too time consuming to implement, we realize that the first toexperience the disadvantages are the linear learners.

COCLUSION

           In summary, ADDIE model is the most common model in instructional system design. Most of the instructional design models are founded based on the ADDIE model. The educators are still required to make progress on the instructional design models in terms of the development of education. Nowadays, the educators still need to step forward to integrate the ADDIE model into some other research fields to improve the related work performance.