The ADDIE Design Process

The ADDIE mod­el was devel­oped in 1975 at Flori­da State Uni­ver­si­ty and still serves as an easy, approach­able mod­el to devel­op learn­ing con­tent and learn­ing expe­ri­ences.

ADDIE: Analyze

In the analy­sis phase, you will iden­ti­fy and ana­lyze the needs of all stake­hold­ers: learn­ers, coach­es, orga­ni­za­tion. This stage clar­i­fies the instruc­tion­al prob­lems and the giv­en learn­ing envi­ron­ment.

Your tasks as a con­tent cre­ator and instruc­tion­al design­er:

• Who is the audi­ence and their char­ac­ter­is­tics?
• Iden­ti­fy the new behav­ioral out­come?
• What types of learn­ing con­straints exist?
• What are the deliv­ery options?
• What are the online ped­a­gog­i­cal con­sid­er­a­tions?
• What is the time­line for project com­ple­tion?
• What is the knowl­edge lev­el and what knowl­edge gap will the course fill in?
• What tasks are the learn­ers already doing, and what would the learn­ers have to do to bridge the knowl­edge gap?
• What is the learn­ing envi­ron­ment like, and what are the con­straints in this envi­ron­ment?
• What is the scope, time­line and cost of the project?

ADDIE: Design

The design phase should include ideas for all aspects of your learn­ing expe­ri­ence: sce­nar­ios, dia­logues, but­tons, pho­tos, col­or palettes, char­ac­ters and more. E‑learning design­ers should also give some time to con­tem­plate what the course eval­u­a­tion will look like.

Your tasks as an instruc­tion­al design­er:

• Doc­u­men­ta­tion of the pro­jec­t’s instruc­tion­al, visu­al and tech­ni­cal design strat­e­gy
• Apply instruc­tion­al strate­gies accord­ing to the intend­ed behav­ioral out­comes by domain (cog­ni­tive, affec­tive, psy­chomo­tor).
• Cre­ate sto­ry­boards
• Design the user inter­face and user expe­ri­ence
• Pro­to­type cre­ation
• Apply visu­al design (graph­ic design)
• The min­i­mum thresh­old for the learn­er to be a part of the train­ing course.
• Learn­ing objec­tives for each task to be cov­ered in the course.
• Deter­mine the flow and struc­ture of the learn­ing mod­ules.
• Design an eval­u­a­tion sys­tem to assess impact and com­mit­ment.
• Map each phase of the learn­ing mod­ule to the time­line decid­ed.

ADDIE: Develop

The devel­op­ment phase is where the devel­op­ers cre­ate and assem­ble the con­tent assets that were cre­at­ed in the design phase. Pro­gram­mers and con­tent cre­ators work to devel­op and/or inte­grate all aspects of the learn­ing expe­ri­ence. Testers per­form debug­ging pro­ce­dures.

Your tasks as an instruc­tion­al design­er:

• Select a deliv­ery method for the learn­ing mod­ules.
• Trans­late designs into actu­al learn­ing mate­ri­als.
• Make sure that the learn­ing mate­r­i­al cov­ers all goals and objec­tives of the train­ing design process.
• Cre­ate doc­u­men­ta­tion guides for train­ers, a list of aux­il­iary resources need­ed for learn­ers, etc.

ADDIE: Implement

The imple­men­ta­tion phase deter­mines how, when, and to whom your course will be dis­trib­uted. As an Instruc­tion­al design­er, your job is to make sure that all the com­po­nents of your e‑learning course are ready to go when you are called upon.

• Dis­trib­ute the learn­ing mod­ules to the learn­ers

ADDIE: Evaluate

In the first ver­sions of the ADDIE mod­el, eval­u­a­tion was the very last step. New­er iter­a­tions sug­gest that eval­u­a­tion is an ongo­ing process, and it cer­tain­ly should not be start­ed at the end of the course devel­op­ment process. The goal here is to have some quan­tifi­able data that demon­strates the suc­cess of your course and whether it is meet­ing the learn­ing objec­tives.

Your tasks as an instruc­tion­al design­er:

• Was the instruc­tion clear to the learn­ers?
• Did it moti­vate the learn­ers?
• How did it impact the learn­er and did it bridge the intend­ed knowl­edge gap?
• What did not work in the course?
• What can be improved?
• How can it be done?

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