What is the ADDIE Model?

1. What is the ADDIE Model? By: Edith Leticia Cerda

2. Definition of ADDIE Model • The ADDIE Model is a generic system design model that consists of 5 phases: • Analysis • Design • Development • Implementation • Evaluation • This model is used in the development of instructional and training materials that may be needed in order to target a specific audience.

3. Analysis • During the needs Analysis stage the instructional designer will determine if there is a need for product or training. The instructional designer will evaluate the organization and questions that may arise. • The instructional designer will began taking notes in: • What the organization goals are and how they may be achieved? • What needs to be taught? • What they are currently doing and accomplishing? • Planning and organizing information are very important during this stage.

4. Design • The design stage is where the instructional designer plans a strategy for developing the instruction or product. • The instructional designer will began designing the learning objective and considers these questions: • How should the information be organized? • How should the information and ideas be presented? • How should the information be delivered? • What activities and exercises will be helpful during this stage? • How should they measure the learners’ knowledge? • During the Instructional design stage course content is not developed, it is just gathered.

5. Development • During the development stage the training specialists develop the course material. They take the information taken from the needs analysis and the decisions that were made during the design stage. • The instructional designer will create instructional materials needed for the client. He will take the following into consideration: • Create a prototype (Preview of what the final course will look like when complete). • Develop course materials (Here the Instructional designer will have access and address information found that needs to be solved, learning objectives will be used, the instructional design document will be developed, and the prototype will be used). • A tabletop review will be conducted (the first draft of the material is presented to the client). • Run a pilot top session (the information will be presented and the learners will be observed to see how they intake the information). • The development stage is very important because it adapts to fit the project and client’s needs.

6. Implementation During the implementation stage the process is presented and tried in the real world. In another words, this is the delivery stage. A training procedure is developed for the learner and the instructor. Materials begin to be distributed among the learners. During this stage the information is that was delivered to the learner is evaluated to see how well it assisted the learner and how well it was understood.

7. Example of Implementation • ADDIE Model phase 4: Implementation (Plan the instructional message and delivery) • Product format: Text with CD. • Teacher facilitators: Middle school social science teachers. • Target learners: middle school students in Idaho. • Scheduling to train learning facilitators. (Four Hour, Hands-On Training) • Provide a workshop to the middle school social science teachers in Idaho. Contents of the workshop include: • The basic knowledge about HyperStudio. • The features of the Oregon Trail text and CD. For example, user friendly. • How to find and use supporting materials. • Demonstrate the use of the Oregon Trail text and CD. • Show them how to actual use of the product. • Provide Oregon Trail manual and CD. • Provide information about on-line support. • Provide computer-assisted instruction (tutorial) for using the Oregon Trail CD. • List the minimum equipment requirements for running the Oregon Trail CD. • Entry level skills of students for successful completion of the Oregon Trail curriculum, such as learner's reading and computer skills. • Provide teacher's guide • All the content taught in the workshop should be included in the teacher's guide. In addition, a troubleshooting guide will be included in the teacher's guide to help teachers solve troubles they may encounter. (Strickland, http://ed.isu.edu/depts/imt/isdmodels/ADDIE/implement/ADDIE_Implement_Sample.html)

8. Evaluation The evaluation stage consists of two parts: Formative Evaluation Summative Evaluation The formative evaluation which has been present in each of the ADDIE Model stages, consist of making something better by finding what can be changed in order to improve the issue that has been found. The summative evaluation consists of test that are given in order to check for effectiveness of the instruction and others for feedback from the learners. Any revisions are done in this stage as they are needed.

9. Example of Evaluation The Evaluation Phase of the ADDIE Model calls for a plan which addresses both formative and summative evaluation. Information will be gathered to ascertain learning effectiveness, learner motivation, content and technical quality, and implementability. Remember that . . . Formative Evaluation is an ongoing process designed for use at each phase of the ADDIE Model. Formative evaluation directs the project and allows for ongoing improvement and adjustment. Developers collect data and information at each stage of development to improve the effectiveness of the product. Summative Evaluation evaluates the product in its final form and is conducted to determine whether or not the learning objectives have been met. Product Product format: Text with CD. Target Learners: Middle School Teachers in Idaho Process: Four Hour hands-on Training for middle school social science teacher in Idaho. Learner Objective: Given the Oregon Trail CD, Teacher’s Guide and four hours of Training, the learner will be able to navigate the Oregon Trail CD and demonstrate it to middle school students. A pre-test and a post-test will be given to be used in both formative and summative evaluation. A student attitude questionnaire will also be given. Formative Evaluation Plan There are three stages of formative evaluation, however, prior to the implementation of these stages, the Oregon Trail CD and Teacher’s Guide will be reviewed by both a Subject-Matter and Learner Specialist to ensure accuracy in both areas.

10. Example of Evaluation Stage 1: One-to-One EvaluationThe evaluator will work individually with three teachers, two with average ability and one with below average ability. The evaluator will gather information to see how the learner reacts to the instruction and interacts with computer technology. The following elements will be evaluated by gathering descriptive data in the following areas: Clarity: Is the information presented on the Oregon Trail CD and Teacher’s Guide clear to the target audience? Message: How clear is the message? Links: How clear are the examples, illustrations, and demonstrations? Procedures: How clear is the sequencing, segmentations, and transitions? Impact: How does the instruction on the Oregon Trail CD and Teacher’s Guide impact the learner? Is the information personally relevant? Can the information, quizes and problems be accomplished? Is the instruction interesting? Feasibility: How is the instruction in the Oregon Trail CD and Teacher’s Guide managed? How will the independence and motivation of the learner impact the amount of time needed to complete the instruction? Is the equipment necessary for the instruction easily operated? Is the learner comfortable with the computing environment? Is the cost of delivering instruction via the CD reasonable?

11. Example of Evaluation Stage 3: Field TrialThe final stage of formative evaluation encourages the close simulation of the actual learning environment and instructional materials. At this juncture, the Oregon Trail CD and Teacher’s Guide have been revised and recommendations from the previous two stages have been incorporated. Summative Evaluation Use of well-designed pre and post tests to determine knowledge gain is recommended. The evaluation tool must: Accurately reflect the instructional goals to ensure content validity. Be based on multiple observers to ensure reliability. Be consistent among different classrooms, teachers, and rotations Suggested Means for Evaluation Test for criterion-related referenced items Provide means for anonymous feedback as well as face-to-face The evaluator will discuss, one-on-one, with the learner particular responses and reactions of the questionnaire and pre-test, post test as well as the above mentioned questions to search for mistakes and reasons for mistakes. The various evaluation instruments will be evaluated for clarity, reliability, and accuracy. Amount of time needed to complete the instruction will be calculated A Computer/learner interaction check list for consistency, matching of instructional goals, and coding errors will be used. (Strickland, http://ed.isu.edu/depts/imt/isdmodels/ADDIE/evaluate/ADDIE_Eval_Sample.html)

12. References