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addie_s08

Page history last edited by PBworks 12 years, 4 months ago


 

 

 

 

 

 

 

 

 

 

 

 

WHAT is ADDIE?

The ADDIE model is the generic process traditionally used by instructional designers and training developers.

The five phases—

    • Analysis, Design, Development, Implementation, and Evaluation—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; other models include the Dick & Carey and Kemp ISD models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix. (Wikipedia)

 

 

 


ADDIE Media

 

Viewer beware!

 

The following video is extremely dull, but may help you in your quest to understand the ADDIE Model of Instructional Design. ADDIE VIDEO

 

 

 

MODEL of ADDIE

 

 

 

   (ITS- How to Design Your Course)   

 

 

 

 

 

           

( ADDIE — Instructional System Design)

 

 

 

 

 

DETAILS of ADDIE Process

 

There are over 100 different ISD models, but almost all are based on the concept of the ADDIE model, which is a generic, systematic approach to the instructional design process. It provides instructional designers with a framework in order to make sure that their instructional products are effective and that their creative processes are as efficient as they can possibly be. This model provides a systematic approach to course development efforts and it is a basic model that holds true for any type of learning, including web-based.

 

ADDIE stands for the steps of the model:

 

  • Analyze: define the needs and constraints. Involving needs analysis, job analysis, and task analysis. Output of this phase should include instructional goals. The definition of meaningful, job relevant and achievable instructional objectives drives the next stage of design.

 

  • Design: specify learning activities, assessment and choose methods and media. Involving outlining the strategy for how to reach the instructional goals determined during the Analysis phase. Design decisions focus on: content selection, instructional strategy and methods, media and materials, and a variety of delivery system options. The design specification, often including layout drawings, templates or prototypes, then drives the next stage of development.

 

  • Develop: begin production, formative evaluation, and revise. Entailing building all forms of instruction necessary to execute the learning strategy and any supporting documentation. Development includes instructor activity guides and materials appropriate for the mode of delivery. This may include traditional classroom instructor-led presentation and activities, web-based training tutorials, online virtual classroom presentation, simulation and practice, media development (graphics, animation, audio and video) and so forth. In every instance, development is tested and evaluated to validate that the activities and materials are ready to use by the learner.

 

  • Implement: put the plan into action. Referring the actual delivery of instruction in a way that ensures student mastery of the learning objectives and transfer of necessary skills to the job setting.

 

  • Evaluate: evaluate the plan from all levels for next implementation. Measuring the effectiveness and efficiency of the instruction. Formative assessment occurs within and between phases, while summative assessment occurs at the end of the process.

(ITS- How to Design Your Course) ( ADDIE — Instructional System Design)

 

 

LINKS to explore the ADDIE Instructional Design Model

 

 

 

 

 

 

 

 

 

REFERENCES

 

 

 

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~ { Wiki collaborated by: James Ashley Thea } ~

 

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