What is the ADDIE Model?

By: Edith Leticia Cerda

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.

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.

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.

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

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.

ADDIE Model phase 4: Implementation (Plan the instructional message and delivery)
I.Product format: Text with CD.
Teacher facilitators: Middle school social science teachers.
II.Target learners: middle school students in Idaho.
III.Scheduling to train learning facilitators. (Four Hour, Hands-On Training)
A. Provide a workshop to the middle school social science teachers in Idaho. Contents of the
workshop include:
1. The basic knowledge about HyperStudio.
2. The features of the Oregon Trail text and CD. For example, user friendly.
3. How to find and use supporting materials.
4. Demonstrate the use of the Oregon Trail text and CD.
5. Show them how to actual use of the product.
6. Provide Oregon Trail manual and CD.
7. Provide information about on-line support.
8. Provide computer-assisted instruction (tutorial) for using the Oregon Trail CD.
9. List the minimum equipment requirements for running the Oregon Trail CD.
10. Entry level skills of students for successful completion of the Oregon Trail curriculum, such
as learner's reading and computer skills.
B. 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)

The evaluation stage consists of two parts:

1.Formative Evaluation
2.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.

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, Teachers 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 Teachers Guide will be reviewed by both a Subject-Matter and Learner
Specialist to ensure accuracy in both areas.

Stage 1: One-to-One Evaluation

The 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 Teachers 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 Teachers 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 Teachers 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?

Stage 3: Field Trial

The 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 Teachers 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)

1. Learning Theories Knowledgebase (2008, August). ADDIE

Model at Learning-Theories.com. Retrieved August 27,
2008 from http://
www.learning-theories.com/addie-model.html
2. Strickland, Ph.D., A. W. . "A.D.D.I.E." ISU College of
Education. 31 Aug 2008
<http://ed.isu.edu/addie/index.html>.