"...educators and instructional designers alike use the "ADDIE" Instructional Design (ID) method as a guide in designing and effectively tracking a project’s progress. “ADDIE” stands for Analyze, Design, Develop, Implement, and Evaluate. This sequence, however, does not impose a strict linear progression between each step. Rather, each stage is a clear instruction on its own. This means that even if the individual applies ADDIE at the middle of the project, it will still retain its value and be able to provide a sense of structure to the whole program. Educators find this approach very useful having stages clearly defined which makes implementation of instructions effectively..."— Educational Tech blog, 2014
ADDIE — analysis, design, develop, implement, evaluate — is a five-step instructional model used to develop units for training and within larger workshops. As an instructional design model or IDM, ADDIE was described initially in 1975. Similar models include the ASSURE model, Gagne's and Kemp's and Merrill's. ADDIE the acronym is used to remind instructors about how to plan their workshops and courses. ADDIE-based workshops range in scope and depth, and may include devising content, learning objectives, teaching materials, instructional guidance, course evaluation and feedback. IDMs such as ADDIE are popular in the private sector and within industry-based training. ADDIE is easily adaptable to library workshops; it can be applied to make decisions about class content, instructional methods and delivery, and is meant to align with one's learning theories and philosophies. The goal of instructional design is to ensure quality, consistency and effectiveness of learning but also to support the philosophical orientation of instructor and learners. One of the challenges of current design is to incorporate forms of social learning and other interactive pedagogies into classes. According to Davis (2013), ADDIE is helpful in collaborating with instructional designers, faculty and other librarians in higher education. Reinbold (2013) published results where ".... librarians at Weill Cornell Medical College used [ADDIE] to redesign an evidence-based medicine course taken by first-year medical students."
ADDIE is a systematic tool used by instructional designers and teachers to structure short courses and workshops.
ADDIE consists of five phases of development:
A — Analysis
D — Design
D — Develop
I — Implement
E — Evaluate
The ADDIE model is an iterative model of instructional design whose aim is to examine the entire design and development process from start to finish. This includes some early consideration of learning objectives such as "What do the learners need to learn from this course or workshop?". However, it comprises the entire middle as well as final stages of course development, and may include when instructors encourage their learners to reflect back on events during their training. Question prompts such as "Did you feel you learned what you wanted to learn?" and "Did the participants learn what the instructors wanted them to learn?" can provide some possible directions to pursue this important line of questioning. Keep in mind that learning how to do something is different from learning about how to do something...
As the above graphic conveys, each phase of ADDIE feeds into the next step and involves a review of concepts and evaluation components.
This poster examines the use of the ADDIE model (an instructional design model) in designing bibliographic instruction. It reviews the redesign of a library workshop based on the ADDIE model. The model is a systematic approach to creating effective and efficient
instruction based on an in-depth analysis of goals and objectives. It emphasizes a task-based rather than knowledge-based approach to learning. By deliberately focusing on the desired outcomes of learning, courses can be streamlined and structured in a way that is relevant to the learners, meets their needs, and facilitates active learning. The use of ADDIE resulted in a workshop that was more interactive, had multiple methods of delivery (including lecture, small group activities, online learning, and self-paced discovery), and measurable learning objectives. A number of steps helped to accomplish this, including determination of objectives mapped to student tasks, performance aids, and performance tests. The ADDIE model moved instruction away from the pattern of teacher-centered knowledge toward student-centered interactive learning process. ADDIE is both cyclical and nonlinear: evaluation
takes place during every phase. After the final phase, analysis begins again (based on evaluation results); the workshop was thus more organized, cohesive and learner-centered than previously. ADDIE is an iterative process that librarians can utilize in their bibliographic instruction to create focused, learner-centered instruction that meets librarian and student learning goals and objectives.
ADDIE strengths & weaknesses
~ Cost-effective, linear in structure; the basis for almost every model coming after it
~ ADDIE's linear structure is also one of its criticisms
~ Fewer steps and parsimony; focuses on planning; suits "problem-based learning"
~ Each step is very broad; only one step for actual teaching process
~ Based on identifying problems & solutions; teacher has a design step
~ Evaluation comes at the end; it would benefit from earlier placement
~ Bears striking similarity to other "first principles of learning" (and backed up with evidence)
~ ADDIE focuses on process not on learning; ADDIE is a tool not a pedagogy
~ ADDIE is a framework on which all ID models are built; all design work is based on ADDIE
~ Experts say ADDIE is a series of steps not a framework; should be more elaborative
~ Objectives and goals are neatly organized and clearly defined
~ Learning is not as linear as ADDIE suggests; not designed to complement deep learning