ADDIE+Flavor

Learners crave logic. When we learn to speak, we recognize that in order to be understood, we must use a binary system: we must have subject, and we must say something about that subject. Thoughts, conversations, sentences, paragraphs, and even essays, to be effective, must follow the logic of grammar. Instructional design has a similar logic, and the advantage to instructing using this logic is its simplicity. It is a natural method for responsible instruction. The ADDIE process is logical and allows designers to move within a framework. The five phases of ADDIE include: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. There are various “flavors” and versions of the ADDIE model (Learning Theories Knowledgebase, 2011). ADDIE was adopted “to ensure that instructors’ implementation of learning activities would effectively help improve learners’ knowledge and skills relative to learners’ use of a virtual 3D learning environment” (Hsu & Wang, 2009, p. 79). To that end, the Web Wizards will use the Kemp’s model of instructional design to progress through the phases of ADDIE (refer to Figure 1).  Figure 1. Morrison, Ross, and Kemp (MRK) model of instructional systems design from http://www.quasar.ualberta.ca/edit573/modules/module4.htm

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Morrison, Ross, and Kemp have developed a nonlinear model of ADDIE. There is no specific sequence followed in this model because each of the nine components interacts freely. Evaluation and revision can be addressed throughout the entire process. This model is flexible and is designed to focus on content. The nine elements of Kemp’s model are : identify instructional problems and specify goals for designing an instructional program; example learner characteristics that will influence instructional decisions; identify subject content and analyze task components related to stated goals and purposes; specify the instructional objectives; sequence content within each instructional unit for logical learning; design instructional strategies so that each learner can master the objectives; plan the instructional message and develop the instruction; develop evaluation instruments to assess objectives; and, select resources to support instruction and learning activities (Groups, 2004). While there are several steps involved with the MRK model, the freedom to move among the steps and incorporate effective instruction based on the needs and feedback of the audience is appealing. MRK’s continuous “cycle” (rather than a lockstep progression through stages) will allow the Web Wizards to consider all aspects of ADDIE as we seek to train high school teachers about principles and content of web page design. The __A__nalysis stage “involves a front end investigation of learner, content, and task and how these variables influence the design of instruction” (Lohr, 1998, p.441). __A__nalysis means finding the problem and posing solutions, “determin[ing] what the learner must know or do.”(Taylor, 2004, p. 3) We will survey our audience in order to understand their needs and prior knowledge. Based on this “needs analysis”, we will identify the goals and objectives of our training. During this phase, “the instructional problem is clarified, the goals and objectives are established, and the learning environment and learner characteristics are identified” (Strickland). The __D__esign stage involves the “identification of objectives, determining how the objectives will be met, and the instructional strategies that will be employed to achieve the objectives and the media and methods that will be most effective in the delivery of the objectives” (Peterson, 2003, p.229). During this phase “the instructional strategies are designed and media choices are made” (Strickland). Additionally, within the __D__esign phase, the “blueprints” are made. This is where the trainers plan out exactly what is going to be created” (Taylor, 2004, p.4). __D__esign involves using __a__nalysis to form a plan for the instruction, determining “what the participant must accomplish.” This phase will literally “map out” our plan. =====

 The __D__evelopment stage of the ADDIE “transforms the designer’s role from research and planning to a production mode” ( Peterson, 2003, p.231). This stage “develop(s) or select(s) materials and media and conduct(s) formative evaluations. The “materials are produced according to decisions made during the design phase” (Strickland). __D__evelopment is the construction of material by “expand[ing ] on the [a]nalysis and [d]esign stages.” This stage outlines the “methods of instruction including all media which will be used are chosen.” In this phase, the developer includes traditional classroom activities or presentations, web-based tutorials, activity simulations, or various types of media. Wang and Hsu described this phase as the instructor “construct(ing) and deliver(ing) materials required” (Hsu & Wang, 2009, p.80). However, because we are using the cyclical nature of Kemp’s ADDIE model, we will be free to “adjust” our design plan and therefore modify our development strategies as we continuously consider our audience and their needs.

 The __I__mplementation phase allows designers to “take an active role rather than a passive role” meaning that “in order for the product to be delivered effectively, developers must continue to analyze, redesign, and enhance the product” (Peterson, 2003, p.231). This phase is the actual teaching phase in which the delivery must “support the learning outcomes and promote transfer of knowledge” (Taylor, 2004, p. 4). Additionally, __I__mplementation phase usually contains only two activities: execute and maintain the learning solution. The __I__mplementation phase involves presentation of designs, the “instructional delivery” of the material.

 The final stage of the ADDIE model is __E__valuation. According to A. W. Strickland, “the evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage. Summative evaluation consists of tests for criterion-related referenced items and providing opportunities for feedback from the users.” (Strickland).The formative evaluation is present throughout the entire ADDIE process while the summative evaluation will be determined by the success of our audience’s products. The summative evaluation provides opportunities for learner feedback. Based on the successes or further needs of our audience, we will be able to offer constructive feedback to our learners. Both formative and summative assessments are necessary to assess the process of instruction. The designer “determines if the problem has been solved, if the objectives have been met, the impact of the product or course, and the changes that are necessary in the future delivery” (Peterson, 2003, p.232).

 Our minds work with logic; we can use various logical models for different learning contexts to meet the specific requirements of that context. An instructional designer faces distinctive demands and expectations depending upon both the environment and the learner. The ADDIE model provides instructors with a framework for decision making and delivery. ADDIE describes the logical and responsible process of instructing learners. Each phase of the ADDIE model is significant for the development of a high-functioning system for success no matter what the subject of the project consists. How appropriate that the term ADDIE serves as a mnemonic device – a way of helping people remember phases of effective instruction – if instructors use the framework responsibly, the mother of the Greek muses, Mnemosyne, may help turn their instruction into art.

References Groups, T. H. (2004, December). //The Use of Traditional Instructional Systems Design Models for eLearning.//Retrieved January 28, 2011, from The Herridge Group: http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20ISD%20for%20eLearning.pdf

Learning Theories Knowledgebase (January 2011). //ADDIE//Model. Retrieved January 28, 2011 from http://www.learning-theories.com/addie-model.html.

Lohr, L. (1998). //Using addie to design a web-based training interface//. Retrieved from http://www.design4instruction.com/articles/pdf/addie.pdf

Mappin, D., Phan, R., Kelly, M., & Bratt, S. (2004, October 2). //Module 4: an overview of instructional systems design//. Retrieved from http://www.quasar.ualberta.ca/edit573/modules/module4.htm

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 11pt;">Peterson, C. (2003). Bringing ADDIE to Life: Instructional Design at Its Best. //Journal of Educational Multimedia and Hypermedia//, 12(3), 227-241. Retrieved from EBSCO//host//. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 11pt;">http://en.wikipedia.org/wiki/ADDIE_Model

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 11pt;">Strickland, A. W. Idaho State University College of Education Science, Math, & Technology Education Retrieved from <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 11pt;">http://ed.isu.edu/addie/

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 11pt;">Taylor, L. (2004). //Educational theories and instructional design models. Their place in simulation.//Retrieved January 27, 2011, from <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 11pt;">http://web.mac.com/smhsmusic/Ubos_Blog/EDIT_580/Entries/2006/8/6_Educational_Theories_files/057-taylor.pdf

<span style="color: black; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 11pt;">Wang, S., & Hsu, H. (2009, November/December). //Using the ADDIE model to design second life activities for online learners.//Retrieved from <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 11pt;">http://edtc6325teamone2ndlife.pbworks.com/f/6325+Using+the+ADDIE+Model.pdf