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 Year Two
o Subject area: Occupation
 Objectives
o Students will understand the following: 
 Write occupation words based on pictures
 Match phrases with the correct occupation.
 Identify Environment and Delivery – The environment is the classroom, where computers
with internet access are available for research. In addition, research materials on the
occupation topic are needed.

Design:

 Lesson plan in the making.

 Procedures
o Ask the students to follow teacher to sing a song. 
o Teacher introduces job description to the students.
o Next, have students to complete the worksheet given.
o Students write occupation based on pictures.
o When all groups have completed their worksheet, discuss with them.
o Pupils sit in groups.One of them imitate  the occupation while the others guess the
name.

Develop:

 Technological parts were integrated into the lesson plan -Videos, online exercises and
powerpoint slides
  Vocabulary: Before the lesson begins review some of the words that will be used in the
lesson. This might even spark a different discussion.

 Materials needed for lesson:

o Research materials on the occupation.
o Computer with Internet access
o Pictures of occupation

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 YEAR TWO

Class : 2 Bijak

Day / Date : Monday – 15TH JUNE 2015

Time : 12.05 pm - 1.05 pm

Focus : Writing

Theme : World of Knowledge

Topic : Occupation

: 3.1.1 Able to write in neat legible print with correct spelling

Learning Standards :

(a) phrases

: By the end of the lesson, students will be able to:

Objectives
1. write occupation words based on pictures.
2. Match phrases with the correct occupation.
Cross-Curricular : Multiple Intelligences – kinesthetic
Element

Teaching Aids : “Occupation Song”, occupation worksheet, pictures of

occupation.
STEPS/TIME ACTIVITIES NOTES

Set Induction 1. Teacher revises previous lesson by singing occupation

 song with the students.

Presentation 1. Teacher shows picture slides of occupation.

2. Teacher asks students what each person in the picture
do.
3. Teacher introduces job description to the students
Eg: fireman – fighting fire
Mechanic – changing tyre

Practice 1. Teacher distributes writing worksheet to the students.

2. Students have to write occupation based on pictures.
3. Students have to match the job description with the
correct occupation.
Production 1. Teacher divides students into groups.
2. One student from each group has to imitate an
occupation while the others have to guess what it is
and write the word on the blackboard.
3. Teacher checks students’ spelling.

Closure 1. Teacher sings again the song with pupils.

 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.