The Seels and Glasgow model and ADDIE

ADDIE Model is a flexible, easy, and adaptable instructional model that most instructional
designers use to fit their needs when they design instructional training. The US Airforce and
Florida State University worked together to evolve the ADDIE module and produce the
Interservice Procedures for Instructional Systems Development IPISD. Molenda (2003)
concluded that “the ADDIE Model is merely a colloquial term used to describe a systematic
approach to instructional development, virtually synonymous with instructional systems
development (ISD)” (p. 2). Also, he stated that the ADDIE model is an “umbrella term” (p. 2),
and the instructional designer can utilize it as the main framework in order to design and develop
their instructional training. The process structure of the ADDIE model could be sequential,
iterative as well as interrelated and composed of five phases which are Analysis, Design,
Development, Implementation, and Evaluation.

Figure 1. An ISD Model featuring the ADDIE processes adapted from Molenda, M. (2003). In
search of the elusive ADDIE model. Retrieved on June 20, 2022, from
https://drive.google.com/drive/folders/1aJjpzLOdNHvxLhORYK2OOj4qIL86ePCJ

The Seels and Glasgow model is based on a product-oriented instructional design model. The
model is designed to focus on improving the efficiency of an established project in the context of
project management. This model required teamwork to produce an instructional package within a
specific time and budget as well as an experienced instructional designer performing front-end
analysis. It is divided into three distinct phases; the first phase (needs analysis) involves the
instructional goals, requirements, content, and context in order to find a solution for the current
problem. The second phase (instructional design) includes the instructional design management
six steps, which are task analysis, instructional analysis, objectives and tests, formative
evaluation, material development, and instructional strategy and delivery systems. All these steps
are interconnected to allow for feedback and interaction for each step. Phase three of the Seels
and Glasgow model (implementation and evaluation management) includes the development and
implementation of the instructional material and is followed by delivering it for training, and
summative evaluation. Seels and Glasgow highlight that the three phases are generally
considered to be self-contained and can be carried out in a linear or iterative manner. Also, the
steps in the instructional design phase can be applied in an interdependent, concurrent, and
iterative cycle (Gustafson and Branch, 2002, p.43). Also, the final product could be implemented
using various types of media (Gustafson and Branch, 2001).

Figure 2. Seels and Glasgow Model adapted from Gustafson, K. and Branch, R. (2002). Survey
of instructional development models. Syracuse, New York: Syracuse University. Retrieved June
20, 2022, from https://files.eric.ed.gov/fulltext/ED477517.pdf
Which parts of the model can you map to each ADDIE element?
The Analysis phase in the ADDIE model could map to the first phase, which is the analysis
management phase of the Seels and Glasgow model, both are about identifying the problem by
gathering information about the learners and existing knowledge, also, collect data about the
organization’s goal, requirements, and context. Needs analysis is an important step to continue
designing, developing, and implementing the appropriate instructional learning.
The instructional management phase of the Seels and Glasgow model could map to the design
and development phases of the ADDIE model. The instructional designer states objectives and
details instructional approaches, activities, storyboards, and materials. In addition, the designer
involves subject matter knowledge, lesson outline, and the media that can be used in the design
phase. During the development phase, the instructional designer will assemble the information
obtained during the design phase, which includes textual content, interaction activities, graphic,
and media. During this phase, the formative evaluation takes place and can be used to modify the
instructional training if required.
The implementation and evaluation management of the Seels and Glasgow model could map to
the implementation and evaluation phase of the ADDIE model. During the implementation
phase, the designer provides and delivers the instructional design model either through Learning
Management System or live-training sessions. The summative assessment phase occurs after the
training has been given and aims to determine if the predetermined goals have been met or not.

Does the model you selected leave anything out that you think is necessary?
The goal of the Seels and Glasgow model is to promote the efficiency of the product and it
emphasizes the context of the project management so the practitioners who are actively engaged
in the process can go back and forth through the steps.

Does it include anything you can't find a home for in the ADDIE framework?
The Seels and Glasgow model is an instructional system design ISD and is compared to the
ADDIE model. The Seels and Glasgow model uses a linear and iterative guideline and is product
oriented.

How do you think this model would be helpful (or not) in your own work?
The Seels and Glasgow model allow for formative evaluation during the process of the second
phase so the novice designers can complete certain steps before moving to the next in order to
make sure the instructional design will be created in an effective way. However, I prefer using
the ADDIE model because it has clear steps, also, according to Molenda (2003), it is considered
the umbrella term for all ID models. Thus, the ADDIE model serves all contexts in creating an
instructional design, not for a specific context.

Reference:
Farrington, J. (2013, December 27). My good friend ADDIE. Retrieved on June 20, 2022 from
http://www.jfarrington.com/2013/11/my-good-friend-addie/
Gustafson, K. and Branch, R. (2002). Survey of instructional development models. Syracuse,
New York: Syracuse University. Retrieved June 20, 2022 from
https://files.eric.ed.gov/fulltext/ED477517.pdf
Molenda, M. (2003). In search of the elusive ADDIE model. Retrieved on June 20, 2022 from
https://drive.google.com/file/d/12OcmKYo4jdlnUSso1a5FjganZHu6E6wt/view
The Herridge Group Inc., (2004). The Use of Traditional Instructional Systems Design
Models for eLearning. Retrieved on June 20, 2022 from
http://www.herridge.ca/pdfs/The%20use%20of%20Traditional%20ISD%20for
%20eLearning.pdf