Instructional Design Document ADDIE (Analyze, Design, Develop, Implement, Evaluate)

1. ADDIE – Design | Instructional Design Document
Instructional Design Document
ADDIE (Analyze, Design, Develop, Implement, Evaluate)
Analysis
High Level Items
Objective
Notes
What would you like the official
name for this course to be?
Feel free to propose several options.
From kick-off to project
completion, describe the
desired project timeline
Please allow 10-12 weeks minimum
per 60 minutes of eLearning
Project Budget
What is the proposed budget for this
project?
Estimated seat time
What is the ideal course runtime for
this project?
How will we measure results of
this training?
For example, you currently track
“workplace violence incident” reports
and you wish to reduce this number
by X%. This will be tracked the
following way…
Response
(Organizational Evaluation)
Instructional Design Document
Begin drafting an IDD and project
management plan.
Return on Investment
Perform an initial return on investment
calculation. Will travel costs be saved
via eLearning? Will employee
performance/production be
increased?
Kickoff meeting:
Gather and analyze data/content:
Design the course:
Develop the course:
Course implementation:
Course evaluation:

2. ADDIE – Design | Instructional Design Document
Needs Analysis
Objective
Notes
Response
Why is training needed now?
(Organizational Objectives)
What challenges/issues is the
organization facing now? How will
training alleviate these challenges?
The organization is currently experiencing the following challenges:
Can you cite any specific
incidents/trends that have
revealed a training need? Are
these incidents recorded or
measured in some way?
By training/educating our workforce, we will enjoy the following benefits:
Describe any specific issues raised by
executive leadership, managers, or
employees that training will address.
(Internal Requirements)
Is training required by an
underlying policy or government
regulation?
If yes, describe the regulation or
policy and provide supporting
documentation.
(external requirements)
Will there be any positive
reinforcement or negative
consequences tied to employee
performance related to this
training? (Learner Motivation)
Are there and tangible rewards or
punitive measures that may result
from employee performance in the
areas covered by this training?
If training exists presently,
describe what works well and
any limitations you wish to
overcome in the new program.
Are their anecdotes, scenarios, other
information that learners have liked or
responded to positively? Is training
complete or will new material need to
be developed?
Listing of related policies and regulations:

3. ADDIE – Design | Instructional Design Document
Content Items
Objective
Notes
Does training exist for this
subject matter now (content
conversion) or does new
content need to be created?
List any PowerPoint files, User
Manuals, PDF or Word documents, or
other materials that have been used
to cover similar content.
Can you recommend books,
web articles, or other works that
would make for good reference
material?
List any publically available books,
articles, and other information that
may be good reference material.
If you were to break the course
into logical sections, what would
they be titled?
Response
List potential module titles/subject
areas envision for this course. Can
you further break those modules into
discrete topics/concepts?
(content grouping/sequence)
What are the key tasks, “do’s
and don’ts”, main takeaways,
and other granular lessons you
want learners to master?
Describe the key learning objectives:
(Learning Objectives)
Describe what, on average,
learners already know about the
subject
Draft a course description
Begin by reviewing the course
objectives.
Draft a Table of Contents
Is there an existing TOC for this
course or does one need to be
created?
Draft a course outline
1st Draft outline
By the end of this training, learners will…:

4. ADDIE – Design | Instructional Design Document
What kinds of test questions or
activities should be created to
measure learning?
(Learning Objectives)
Do you have an existing quiz or test
bank related to this material? Will
content be procedural (step-by-step),
theoretical/lecture, both, other?
Does this course require
Instructor Guides?
If this is an ILT, the course may
require an instructor guide.
See Course Assessment Form in Appendix
Target Audience / Output
Objective
Notes
Describe the audience and any
special needs it may have
Sound cards, mouse/keyboard
manipulation, etc. Does a separate
508 or “lightweight” (non-audio)
version of the course need to be built
as well?
Reading level and primary
language(s)
What languages and reading level are
appropriate for the audience?
Technical Aptitude
What possible technical barriers to
learning may exist and need to be
overcome?
Other considerations
Any other demographics to consider?
Cultural, generational, etc.
Does training apply to all
employees or specific job
family(ies)?
List any employee group(s) this
training specifically targets
(audience)
What employee development
area does training target?
(audience)
Development Areas:
•
•
•
•
•
Job-specific education
general business acumen
regulatory compliance
professional development
management & leadership
Response

5. ADDIE – Design | Instructional Design Document
Technology Items
Objective
Notes
Target Resolution
1024 x 768 – 800 x 600 – other?
Audio
If the course will have audio narration,
do all/most computers have
speakers?
Blended
Will course make use of blogs, chats,
forums, live/recorded web sessions,
etc?
Primary Authoring Tool
Flash, Captivate, Articulate, ProForm,
Dreamweaver, other?
Response

6. ADDIE – Design | Instructional Design Document
Design
Design Items
Objective
Notes
Map to Competency Model
Reference existing (or create on)
Competency Model and Job Skills
Dictionary
Task Inventory
Map specific learning outcomes/tasks
the training will cover to the
competency model.
Performance Objectives
What are the performance evaluation
items (if any) to which training will
link?
Interactivities
Which content areas are ideally suited
for interactivities, branching
scenarios, etc.?
Testing/Evaluations
How will you measure learner
performance? Map appropriate
questions to content.
Finalize instructional design
document and project management
plan.
Instructional Design Document
Course Description
Finalize the course description. The
final version should be detailed with
key words which can be used by
learners to search for the course from
within the LMS. This will be referred
to in the IDD.
Table of Contents
Finalize the TOC, which should map
to the course outline.
Course Outline
Finalize the course outline. This can
be referred to in the IDD.
1st Draft Storyboard
Create rough-draft lecture/narration
storyboards
Response

7. ADDIE – Design | Instructional Design Document
Development
High Level Items for eLearning
Item
Notes
ALPHA/BETA/GOLD QC
Stakeholders should perform QC
reviews of storyboards and media
development to get course to “GOLD”
status.
Storyboards (eLearning)
Complete the storyboards to the final
stage. Should include
lecture/narration content, as well as
supporting media notes. These
should be “signed-off” by project
stakeholders before any media
development begins.
Organize all existing media
Have all graphics, images, charts,
videos, audio, and other media items
stored in one place that is accessible
to those who will be using them.
Produce audio
If course is narrated, create a
separate script for voice talent and
record the audio tracks for the course.
The finished audio files should be
placed in the media “bank” so the
developers have access.
Media assembly
Developers will assemble all the
various components for the course
and produce the finished product.
Response

8. ADDIE – Design | Instructional Design Document
eLearning Courseware Settings
Item
Notes
Interactivity and Complexity
Level
Do you prefer highly interactive and
visually impressive course or a rapid
eLearning development approach?
Underlying Technology
Highly interactive = Flash
Rapid = PowerPoint, HTML, etc.
Will learners be required to
pass a final assessment in
order to complete the course?
(Learner Evaluation)
If yes, how many questions, what
should the passing score be, and do
you want one set of questions or pull
randomly from a question pool?
Should learners be required to
view all pages in order to
complete the course, or is
passing score sufficient?
You can require that users view all
pages or just make passing a test
required in order to receive course
completion status.
If learners are required to view
all pages, do you want to run
the course in compliance mode
(forced linear progression with
locked-down scrubber)
Locks down the player so users
cannot just fast forward through
course pages.
Response

9. ADDIE – Design | Instructional Design Document
ILT Curriculum Design
Item
Notes
Will PowerPoint be used as the
primary lecture tool?
If yes, does a PowerPoint exit
presently? To what degree will the
Training Department support
development of the presentation?
How many instructors will
deliver this training and over
how many course sessions?
Describe the number of instructors,
any training they will require, and how
many class sessions are estimated.
Will synchronous instruction
occur via online web meeting,
physical classroom, both?
Describe the various modalities in
which this training may be delivered.
Stand-alone or blended?
Will this course be instructor-led only,
or supported by self-study?
Where will training be held?
Plan for appropriate space and
needed equipment.
Response

10. ADDIE – Design | Instructional Design Document
Implementation
Implementation Items
Item
Notes
LMS Upload
Upload course to LMS or otherwise
make available to learners
Confirm tracking/reporting
Test launch the course, confirm
tracking, generate reports, and
confirm technical functionality
Test Group
Have a group of learners pilot-test the
course. Use completion data for
testing reports, course evaluation, etc.
Learner Awareness
Distribute emails, flyers, and other
internal communications to ensure
learners are aware that course is
available.
Learner Registrations
Register users for courses (if/as
required)
Response

11. ADDIE – Design | Instructional Design Document
Evaluation
Evaluation Items
Item
Notes
Response
Summative Evaluation
Run reports and gather
measurable/statistical data such as
completion rates, average test
performance (e.g. 60% pass rate on a
question may indicate problems with
that question or it’s related content),
learner satisfaction with/impression of
course, etc.
*See Measurable Employee Performance Improvements table in Appendix
Formative Evaluation
Gather a group of learners for a post
assessment. Evaluate individual and
group performance in the course.
Solicit general and specific feedback
to help improve the course
*See Training Evaluation Document in Appendix
Change List
Draft a series of proposed changes to
the course based upon the above
evaluations
*See Training Design Process Review table in Appendix
Implement Changes
Perform a “mini ADDIE” cycle on the
revisions requested whereby changes
to the storyboards and media are
treated with similar respect and
consistency as full-course
development. The process will be on
a smaller, yet similar scale.

12. ADDIE – Design | Instructional Design Document
Appendix
Course Sequence
Module Title
Topic Title
Lesson Title
Terminal Objectives
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Source Content Mapping
Time

13. ADDIE – Design | Instructional Design Document
Course Assessment
Item Content/Text
Item Answer/Solution/Feedback
• Correct Choice:
• Feedback (incorrect):
• Feedback (correct):
• Correct Choice:
• Feedback (incorrect):
• Feedback (correct):
• Correct Choice:
• Feedback (incorrect):
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• Correct Choice:
• Feedback (incorrect):
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• Correct Choice:
• Feedback (incorrect):
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• Correct Choice:
• Feedback (incorrect):
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• Correct Choice:
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• Correct Choice:
• Feedback (incorrect):
• Feedback (correct):
• Correct Choice:
• Feedback (incorrect):
• Feedback (correct):
• Correct Choice:
• Feedback (incorrect):
• Feedback (correct):
Weight
1-4
Associated Topic

14. ADDIE – Design | Instructional Design Document

15. ADDIE – Design | Instructional Design Document
Training Evaluation
Learner Satisfaction Survey (end of course survey)
•
•
•
Delivery of Instruction
o The organization of the lessons was logical and easy to follow
o There were sufficient examples to clarify instruction
o The activities reinforced the material in a meaningful way
o There were sufficient opportunities to practice and apply important concepts
o The practice test (if applicable) reinforced important concepts and skills
o Course activities and assignments facilitated my understanding of course content
o I was able to skip over course content that was already familiar to me (if applicable)
o Assignments were aligned with course objectives
o I was able to complete assignments within the specified deadlines
o The difficulty level of the course material was appropriate
o Assessments were aligned with course objectives
o I possessed the prerequisite knowledge and skills necessary for this course
o Course requirements and expectations were made clear to me prior to taking the course
o The interactivities allowed me to demonstrate my learning
Technology
o I needed technical support to complete this course.
o Technical support was available to me when I needed it
o When I accessed technical support, my problems were solved
o The technology used in this course facilitated my learning
o The technology in this course motivated me to learn
o The technology in this course was fun to learn.
Overall Impressions
o The course content was applicable to my job
o The course content supports my self-development.
o I would consider taking another web-based course
o I am satisfied with my learning for this course
o Compared with other courses, this course was excellent

16. ADDIE – Design | Instructional Design Document

17. ADDIE – Design | Instructional Design Document
SME Satisfaction Survey
• Overall Impressions
o The process was effective in allowing me to share my expertise relative to the subject matter.
o The SME interview process was well organized and facilitated the knowledge transfer process
o The material that was developed covered the key concepts in sufficient detail
o I am proud of the contributions I made to this project.
o I would like to participate as a SME again in future projects.
Project Sponsor/Department Satisfaction Survey
• Overall Impressions
o The Training Department members with which we interacted appeared knowledgeable and effective with regard to developing this
training program.
o Based on this experience, I would gladly engage the Training Department again for future training initiatives.
o The training that was developed sufficiently targeted the key learning objectives as outlined by this department
o The audio/visual quality of the courseware developed was excellent
o The course content/material (lecture, activities, etc.) was excellent
o This course is likely to achieve the objectives for which it was developed
Measurable Employee Performance Improvements (summative evaluation)
Job Behavior Title
Current Behavior/Situation
Desired Behavior/Situation
Training Design Process Review (formative evaluation)
Issue Title
Lesson Learned
Resulting Behavior Post Training
Proposed Change/Solution

18. ADDIE – Design | Instructional Design Document

19. ADDIE – Design | Instructional Design Document
Courseware/Media QC Checklist
Page/File Name
Location Change/Fix Request Description
Initials
Comments/Status

20. ADDIE – Design | Instructional Design Document
Project Development Tracking Checklist
Course Structure
File Name
TOC Title
Storyboard Progress
Narration
Media Notes
Graphics
Alpha
Beta
Signoff
Audio
Media Progress
Flash Alpha Beta
Gold