ADDIEA systematic instructional design model
An Overview of the ADDIE ModelJanice Wilson Butler, Ed. D.University of Texas at BrownsvilleEDTC 6320 Instructional Techno...
What is ADDIE?A systematic approach (model) for developingeffective instruction.One of the most popular models in instruct...
Analy             Design       sis                Evalu                 ateEvaluate                     Develop           ...
AnalysisDuring analysis, the designer identifies thelearning problem, the goals and objectives, theaudience’s needs, exist...
Some questions to considerWho is the audience?What are audience characteristics?Are there learning constraints?What is des...
DesignA systematic process of specifying learningobjectives. Detailed storyboards andprototypes are often made, and the lo...
DesignWhat are the learning objectives?What will the delivery look like?What types on supplemental materials will beinclud...
DevelopmentThe actual creation (production) of the contentand learning materials based on the Designphase.-- Learning-Theo...
ImplementationDuring implementation, the plan is put intoaction and a procedure for training the learnerand teacher is dev...
ImplementationTrial run of the materials with feedback fromlearner.What works? does not work?What needs to be added?Other ...
EvaluationThis phase consists of (1) formative and (2)summative evaluation. Formative evaluation ispresent in each stage o...
EvaluationFormative evaluation – ongoing.What changes were made after trialimplementation period? (peer review).Did it imp...
EvaluationWorksheet from http://citt.ufl.edu/team/PGL/modules.htm
What have you learned?Take notes so that you can include specificinformation in your reflection paper.
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Addie

  1. 1. ADDIEA systematic instructional design model
  2. 2. An Overview of the ADDIE ModelJanice Wilson Butler, Ed. D.University of Texas at BrownsvilleEDTC 6320 Instructional Technology
  3. 3. What is ADDIE?A systematic approach (model) for developingeffective instruction.One of the most popular models in instructionaldesign.Outcome of each step feeds into thesubsequent step.Evaluation is ongoing throughout each layer ofdesign.
  4. 4. Analy Design sis Evalu ateEvaluate Develop Impleme nt
  5. 5. AnalysisDuring analysis, the designer identifies thelearning problem, the goals and objectives, theaudience’s needs, existing knowledge, and anyother relevant characteristics. Analysis alsoconsiders the learning environment, anyconstraints, the delivery options, and thetimeline for the project.-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.html
  6. 6. Some questions to considerWho is the audience?What are audience characteristics?Are there learning constraints?What is desired mode of delivery?Is there a timeline for completion?Are there specific pedagogical considerations?Worksheet from http://citt.ufl.edu/team/PGL/modules.htm
  7. 7. DesignA systematic process of specifying learningobjectives. Detailed storyboards andprototypes are often made, and the look andfeel, graphic design, user-interface and contentis determined here.-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.html
  8. 8. DesignWhat are the learning objectives?What will the delivery look like?What types on supplemental materials will beincluded?What topic(s) will each LO cover?Will all LOs look the same?Worksheet fromhttp://citt.ufl.edu/team/PGL/modules.htm
  9. 9. DevelopmentThe actual creation (production) of the contentand learning materials based on the Designphase.-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.htmlWorksheet from http://citt.ufl.edu/team/PGL/modules.htm
  10. 10. ImplementationDuring implementation, the plan is put intoaction and a procedure for training the learnerand teacher is developed. Materials aredelivered or distributed to the student group.After delivery, the effectiveness of the trainingmaterials is evaluated.-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.html
  11. 11. ImplementationTrial run of the materials with feedback fromlearner.What works? does not work?What needs to be added?Other ways it can be improved.Worksheet from http://citt.ufl.edu/team/PGL/modules.htm
  12. 12. EvaluationThis phase consists of (1) formative and (2)summative evaluation. Formative evaluation ispresent in each stage of the ADDIE process.Summative evaluation consists of testsdesigned for criterion-related referenced itemsand providing opportunities for feedback fromthe users. Revisions are made as necessary.-- Learning-Theories.com: Knowledge base and webliography (n.d.). Retrieved May 5, 2008 from http://www.learning-theories.com/addie-model.html
  13. 13. EvaluationFormative evaluation – ongoing.What changes were made after trialimplementation period? (peer review).Did it impact your writing?What else would you like to learn?Summative evaluationWhat would you like to know about the LO oncestudents begin using it to improve writing?
  14. 14. EvaluationWorksheet from http://citt.ufl.edu/team/PGL/modules.htm
  15. 15. What have you learned?Take notes so that you can include specificinformation in your reflection paper.
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