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. It's a perfect base to start your work with Bitmark and Get More Brain!
The image shows the ADDIE Design Model: Analyze, Design, Develop, Implement, Evaluate
Roman Schurter
Roman Schurter
+20 years educational content creation, Community Manager and Learning Designer at Get More Brain.

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.

The image shows the ADDIE Design Model: Analyze, Design, Develop, Implement, Evaluate
The ADDIE Design Mod­el

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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