|It is a systematic process generally used by instructional designers to develop and implement training activities and to determine the Who, What, Where, When, Why and How of training and/or instruction. In sum, it is some sort of architectural blueprint or guide of how to develop training from the ground up, ensuring that essential components have been addressed. The acronym stands for: Analysis, Design, Development, Implementation, and Evaluation. Each term refers to a specific phase in the instructional design process. All phases are interrelated. Taking evaluation as an example: even if it appears as the last function in the model, it takes place throughout the design process. The A.D.D.I.E. model can be used for both face-to-face and on-line instruction, with slight adjustments for technology-enhanced learning settings.
The A.D.D.I.E Phases: a quick overview
Analysis: It is an important pre-design phase. It determines if there is in fact need for training, what knowledge needs to be acquired and what behaviours learners should demonstrate. The analysis is an elaborated process which provides essential information and elements that will guarantee positive results for your training intervention. This part of the process reflects the collection of data. The major outcome of the analysis is the ability to determine what learners will be able to do after the training; or in other words what the difference in performance will be.
Design: The design phase is where core instructional tasks are planned to cover learning objectives, assessment activities, content organization and deployment, and media. The main outcome reflects how the information gathered in the analysis phase was interpreted to construct a structured and meaningful learning architecture. The learning architecture demonstrates how learners will be guided to make sense of key information and construct knowledge.
Development: In this phase, all that was done in analysis and design will come in hand. The data collected, learning objectives, and assessments established are translated into learning events, tasks, or activities. Decisions to be made related to selection (and amount) of materials, type of activities and media are all oriented to one goal: lead learners to achieve learning objectives and be capable to bridge the performance gaps identified.
Implementation: This is the actual delivery of what was designed and developed. If the process and outcomes of the previous phases where completed, the training is ready for launching. An important aspect in this phase is monitoring so, if needed, changes and adaptations can be made to avoid compromising desired results.
Evaluation: Evaluation methods need to be in place in order to measure both the instruction and also participants’ performance in the training event. Measurement should occur according to what the training plan anticipated. The Kirkpatrik model is the one most commonly used to evaluate training (Level 1, Reaction; Level 2, Learning; Level 3, Behavior; Level 4, Results). In general training interventions tend to be evaluated at levels 1 and 2.
Why is it important?
Why do you need to use it?
|Designing Training: the A.D.D.I.E. checklist|
Gain attention> Direction> Recall> Content> Application> Evaluation> Closure;
Job AidDesigning Training: the ADDIE Checklist.pdf
|Find below additional information and resources.|
|The A.D.D.I.E Model: an overview (video,3 minutes)||A short description of what the ADDIE process is for instructional design.|
|A.D.D.I.E Training and Free Taxonomy (slideshow, 9 minutes)||This slideshow presents a waterfall view of the Addie model and in particular it contains a checklist table (slide n*5) which allows you to match each step to a list of tasks and outputs.|
|Developing Training (slideshow, 5 minutes)||A 5 minutes slideshow by Pete Blair analysing carefully each of the ADDIE phases. The last slide allows you to click on specific areas to get more information and technical training tips.|
|Getting more from e-learning (Video, 30 minutes)||This is an excerpt from the presentation of Bryan Hopkins about concepts and guidelines for adult learning and e-learning held at the UNITAR Headquarters in Geneva, 6 April 2011.|
|Getting more from e-Learning (Slideshow, right click and open in New Tab)||The presentation of Bryan Hopkins about concepts and guidelines for adult learning and e-Learning held at the UNITAR Headquarters in Geneva, 6 April 2011. (To open the file, right click and select Open in a New Tab.)|
|The ADDIE Model: A Visual Representation
|A graphical representation of the A.D.D.I.E. Model. The author focused on the most important aspects of each phase.|
- Rives Hassell-Corbiell, Developing Training Courses, Learning Edge Publishing, 2001,George M. Piskurich, Peter Beckschi, and Brandon Hall, The ASTD Handbook of Training Design and Delivery, McGraw-Hill, 2000., http://www.learning-theories.com/addie-model.html (25 July 2011), http://www.instructionaldesign.org/models/addie.html (25 July 2011), http://fp.okstate.edu/honl/OSU%20Online/designer.htm (25 July 2011)
- Infoline digital series, E-learning- Instructional design for web-based training, ASTD Press, 2002, pp. 1-12.,Chuck Hodell, ISD: From the Ground Up- A No-Nonsense approach to Instructional Design, ASTD Press, 2011, pp. 21-30.