Dennis Tan Caballed BEEd IV

Educational Technology
ADDIE MODEL AND GAGNES 9

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

Most ID models are variations of the ADDIE model.

The concept of Instructional Design can be traced back to as early as the 1950s
. But it wasn’t until 1975 that ADDIE was designed. Originally developed for the
U.S. Army by the Centre for Educational Technology at Florida State University,
ADDIE was later implemented across all branches of the U.S. Armed Forces.

The ADDIE model was based on an earlier ID model, the Five Step Approach,
which had been developed by the U.S. Air Force. The ADDIE model retained thi
s five-step feature, and included many sub-stages within each of the five broad
phases. Due to the hierarchical structure of the steps, one had to complete the
process in a linear fashion, completing one phase before starting the next.

Practitioners over the years have made several revisions in the stages of the ori
ginal hierarchical version. This has made the model more interactive and dynami
c. It was in the mid-1980s that the version similar to the current version appeare
d. Today, the influence of the ADDIE method can be seen on most ID models b
eing used.

The five components of the Addie Model are:

Analysis
The Analysis phase can be considered as the “Goal-Setting Stage.” The focus of
the designer in this phase is on the target audience. It is also here that the pro
gram matches the level of skill and intelligence that each student/participant sho
ws. This is to ensure that what they already know won’t be duplicated, and that
the focus will instead be on topics and lessons that students have yet to explore
and learn. In this phase, instructors distinguish between what the students alrea
dy know and what they should know after completing the course.

1. What is the typical background of the students/participants who will unde

rgo the program? Personal and educational information such as age, nation
ality, previous experiences and interests should be determined. What is the
target group? What are the educational goals, past knowledge levels, exp
eriences, ages, interests, cultural background etc. of the learners?
2. What do the students need to accomplish at the end of the program? W
hat are the learner’s needs?
3. What will be required in terms of skills, intelligence, outlook and physical
/psychological action-reaction? What are the desired learning outcomes in t
erms of knowledge, skills, attitudes, behavior etc.?

Design

This stage determines all goals, tools to be used to gauge performance, various
tests, subject matter analysis, planning and resources. In the design phase, the f
ocus is on learning objectives, content, subject matter analysis, exercise, lesson
planning, assessment instruments used and media selection.

1. Different types of media to be used. Audio, Video and Graphics are pri
me examples. Are third party resources going to be utilized or will the IDs
create their own? Will you prepare the teaching learning material?
2. Various resources at hand required to complete the project. What are th
e available resources at your disposal for completing the project?
3. Level and types of activity to be generated during the study. Is it going t
o be collaborative, interactive or on a per participant basis?

Development

The Development stage starts the production and testing of the methodology bei
ng used in the project. In this stage, designers make use of the data collected fr
om the two previous stages, and use this information to create a program that w
ill relay what needs to be taught to participants. If the two previous stages requir
ed planning and brainstorming, the Development stage is all about putting it into
action. This phase includes three tasks, namely drafting, production and evaluati
on.

1. Is the time frame being adhered to in relation to what has been accomp
lished in terms of material? Are you creating materials as per schedule?
2. Do you see team work across various participants? Are the members w
orking effectively as a team?
3. Are participants contributing as per their optimal capacity?

Implementation

The implementation stage reflects the continuous modification of the program to

make sure maximum efficiency and positive results are obtained. Here is where
IDs strive to redesign, update, and edit the course in order to ensure that it can
be delivered effectively. “Procedure” is the key word here. Much of the real work
is done here as IDs and students work hand in hand to train on new tools, so
that the design can be continuously evaluated for further improvement. No projec
t should run its course in isolation, and in the absence of proper evaluation from
the IDs. Since this stage gains much feedback both from IDs and participants a
like, much can be learned and addressed.

1. Advise on your preferred method of record keeping, as well as the actu

al data you would like to mine from the experience of students interfacing
with the project.
2. What is the emotional feedback given to you by teachers and students
during initial demonstration of the project? Are they genuinely interested, ea
ger, critical or resistant?
3. As the project proceeds, do you see that IDs are able to grasp the topic
immediately or do they need help?

Evaluation

The last stage of the ADDIE method is Evaluation. This is the stage in which th
e project is being subjected to meticulous final testing regarding the what, how,
why, when of the things that were accomplished (or not accomplished) of the en
tire project. This phase can be broken down into two parts: Formative and Sum
mative. The initial evaluation actually happens during the development stage. Th
e Formative phase happens while students and IDs are conducting the study, w
hile the Summative portion occurs at the end of the program. The main goal of t
he evaluation stage is to determine if the goals have been met, and to establish
what will be required moving forward in order to further the efficiency and succ
ess rate of the project.

While often overlooked due to time constraints and monetary reasons, Evaluation
is an essential step of the whole ADDIE method as it aims to answer the follo
wing questions:

1. Determine the categories that will be established to evaluate the effectiv

eness of the project (i.e. improved learning, increased motivation etc.) On
what factors or criteria will the effectiveness of project be determined?
2. Determine the way you will implement data collection, as well as the tim
ing at which it will be effectively made. When will the data related to the pr
oject’s overall effectiveness be collected and how?
3. Determine a system for analyzing participant feedback.

GAGNES 9

“[Gagnés nine steps are] general considerations to be taken into account

when designing instruction. Although some steps might need to be rear
ranged (or might be unnecessary) for certain types of lessons, the gener
al set of considerations provide a good checklist of key design steps” (
Good, Brophy, 1977).

The Nine Steps

1. Gain attention: Present a story, problem, or a new situation t
hat will grab the learners' attention. This can be thought of as a
interest device or teaser, such as the short segment often shown
in a TV program right before the opening credits that keeps you
watching the program. The ideal is to grab the learners' attentio
n so that they will become involved in the learning process. You
can use such interest devices as:
Storytelling
Demonstrations
Presenting a problem to be solved
Identifying why it is important to them

2. Provide a Learning Objective: This allows the learners to or

ganize their thoughts on what they will learn and perform. There
is an old saying among presentation professionals to tell them w
hat you're going to tell them, tell them, and finally tell them what
you told them. This works by helping to cue the learner on the
goals of the instruction and how they will be able to use their ne
w skills in the workplace.
The problem that some instructors run into is telling the learners
the formal Learning Objectives word for word, rather than breakin
g it down into a less formalized statement. Learning Objectives a
re normally designed for the instructional designers and trainers,
rather than the learners, thus they must be transformed into a m
ore causal language.

3. Stimulate recall of prior knowledge: This allows the learners

to use two important learning processes:
Retrieval Practice: Retrieval enhances learning by retrieval-specific
mechanisms rather than by elaborative study processes and is an eff
ective tool to promote conceptual learning (Butler, 2010; Karpicke, Ja
nell, 2011) .
Scaffolding is building upon the learners' previous knowledge and
skills.
Taking practice tests allows learners to retrieve and reconstruct t
heir knowledge. Remembering information we are organizing allo
ws us to create patterns, cues, and connections that our brains
can recognize.
4. Present the material: Sequence and chunk the information to avoid
cognitive overload. Blend the information to aid in information recall. T hi
s is directly related to Skinner's sequenced learning events by allowing t
he learners to receive feedback on individualized tasks, thereby correctin
g isolated problems rather than having little idea of where the root of th
e learning challenge lies. Bloom's Taxonomy and Learning Strategies ca
n be used to help sequence the lesson by helping you chunk them into
levels of difficulty.

6. Elicit performance: Practice by letting the learner do something with

the newly acquired behavior, skills, or knowledge

Acquisition - New responses are learned by observing the model.

Inhibition - A response that otherwise may be made is changed
when the observer sees a model being punished.
Disinhibition - A reduction in fear by observing a model's behavio
r go unpunished in a feared activity.
Facilitation - A model elicits from an observer a response that ha
s already been learned.
Creativity - Observing several models performing and then adaptin
g a combination of characteristics or styles.

7. Provide feedback: This can be a test, quiz, or verbal comme

nts. The feedback needs to be specific, rather than something si
milar to “you are doing a good job.” Tell them why they are doin
g a good job and/or provide specific guidance.
8. Assess performance: Evaluate the learners to determine if th
e lesson has been learned and provide general progress informat
ion.
9. Enhance retention and transfer: Inform the learners about si
milar problem situations, provide additional practice (see over-lear
ning below), put the learners in a learning transfersituation, and r
eview the lesson.