Unit 1

onal Design

At the end of the unit, it is expected that you can distinguish the different instructional
design models and appraise which model to use in varied topics.

INTRODUCTIO
N

The Association for Educational Communications and Technology (AECT) defines

instructional design as “the theory and practice of design, development, utilization,
management, and evaluation of processes and resources for learning” (Reiser, 2002).

It is the process of using systematic approach to solving an instructional problem by

analyzing student needs and goals to ensure a meaningful, effective, and engaging
learning experience.

A well-designed instruction will effectively help to achieve the proposed learning results.

In this unit, four instructional design models will be presented. However, there are a
number of Instructional Design (ID) models that you may encounter as you read more
about Instructional Design.

Lesson 1: ​The ADDIE Model

The ADDIE model is a systematic instructional design (ID) consisting of five phases—
Analysis, Design, Development, Implementation, and Evaluation. These phases represent
a dynamic, flexible guideline for building effective training and performance support tools. It
is an ​Instructional Systems Design (ISD) ​model. Most of the current instructional design
models are spin-offs or 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

TECHNOLOGY FOR TEACHING AND LEARNING 2 1

Target Outcomes
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 this 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.

Five components of the ADDIE Model:

A​nalysi
s
The Analysis phase can be considered as the “Goal-Setting Stage.” On this phase you will
focus on the target audience/learners, the learning problems and the needs of your
learners. You also have to identify the environment which learning will take place. In this
phase also, teachers distinguish between what the students already know and what they
should know after completing the course. This is to ensure that what they already know will
not be duplicated, and that the focus will instead be on topics and lessons that
students/learners have yet to explore and learn.

D​esign

This stage determines all objectives, tools to be used to assess performance, various tests,
analysis of the subject matter, planning and resources. The focus in the design phase is on

TECHNOLOGY FOR TEACHING AND LEARNING 2 2

learning goals, content, subject-matter analysis, exercise, lesson planning, evaluation tools
used and media selection.

The approach at this stage should be systematic, with a logical, orderly process of
identifying, developing and evaluating the planned strategies aimed at achieving the
objectives of the project. A very specific set of rules should be followed, and each element
of the instructional design plan should be executed with attention to detail. Looking deeply
into the details of the design stage is crucial to the success. This systematic approach
ensures that everything falls within a rational and planned strategy, or set of strategies,
which have the ultimate goal of achieving the goals of the project.

D​evelopment

The development phase begins with the production and testing of the methodology used in
the project. At this stage, designers will use the data collected from the two previous stages
and use this information to create a program that will relay what needs to be taught to
participants. If the two previous stages required planning and brainstorming, the
development stage is all about putting this into action. This phase includes three tasks,
namely preparation, production and evaluation.

I​mplementation

The implementation stage reflects the continuous modification of the program to ensure
that the maximum efficiency and positive results are achieved. Here is where IDs are trying
to redesign, update, and modify the course to ensure that it can be delivered effectively.
The key word here is "Procedure." 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 project should run its course in isolation and in the absence of
proper ID assessment. Since there is a lot of feedback from both IDs and participants at
this stage, a lot can be learned and addressed.

The design evaluation is carried out during the implementation phase. Designers play a
very active role at this stage, which is crucial to the success of the project. Developers
should constantly analyze, redesign and enhance the product to ensure effective delivery
of the product. Careful monitoring is a must. Proper evaluation of the product, course or
program shall be carried out at this stage, with necessary and timely revisions. Instant
modifications to the project can be made when instructors and learners actively contribute
during the implementation process, making the program more effective and successful.

TECHNOLOGY FOR TEACHING AND LEARNING 2 3

E​valuation
Evaluation is the last stage of the ADDIE method. This is the stage at which the project is
subjected to thorough final testing as to what, how, why, when of the things that have been
(or have not been) accomplished in the entire project. This phase can be divided into two
parts: the Formative and the Summative. In fact, the initial assessment takes place during
the development stage. The Formative phase occurs while students and IDs are
conducting the study, while the Summative portion occurs at the end of the program. The
main objective of the evaluation phase is to determine whether the objectives have been
met and to determine what progress will be needed to further the efficiency and success
rate of the lesson.
Every stage of the ADDIE process involves formative evaluation.
This is a multidimensional—and essential— component of the ADDIE process. Evaluation
is done throughout the implementation phase with the aid of the instructor and the
students. After implementation of a course or program is over, a summative evaluation is
done for instructional improvement. Throughout the evaluation phase the designer should
ascertain whether problems relevant to ​Educationaltechnology.net
the training program are solved, and whether the desired objectives are met.
Do you think this is the model that you can use when you plan your instruction? Share your
thoughts in our google classroom stream.
TECHNOLOGY FOR TEACHING AND LEARNING 2 4