1. Using the ADDIE Model
Audrey Cutler
Spring 2013
http://learnmoretu.blogspot.com

2. Systematic Design
Instructional Designers /
Subject Matter Experts
Instructional Design or
Instructional Systems
Design
ADDIE
Kanji Takeno, Towson University,
Retrieved on Mach 3, 2010 from:
http://towson.edu/photographicservices/
image_gallery.asp

3. Goal
Solve instruction challenges using a shared
approach – the ADDIE model.
Objectives
Using materials provided during the presentation,
students will be able to:
Demonstrate familiarity with the tasks, outcomes
and goals of each phase of the ADDIE model by
correctly matching 80% of tasks or tools to their
corresponding design phase.
Recognize elements of behavioral objectives.

4. ADDIE Model
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)

5. ADDIE Model
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)

6. Needs Analysis
• What is the need or problem?
• Is there an appropriate
instructional solution?
• What are the resource needs and
limitations?
• What is the audience population
profile?
• What are the obstacles?
• Do I have everything I need to
write objectives and evaluations
in the design phase?
(Hodel, 2000)

7. What is the need?
What is the root cause?
Is this a problem that must be solved with an
instructional solution or is there another way?
Licensed under the Creative Commons Attribution- Christian Møller. (2007). Road trip.
Share Alike 1.0 Generic license. Retrieved March 3, Retrieved on March 3, 2010 from:
2010 from http://commons.wikimedia.org. http://chrmc.dk/wp.

8. Party Planning Co.
You’re a new
instructional designer
Let’s ANALYSE this!
http://files.recipetips.com/kitchen/images/refimages/seasonedin http://theindie-pendent.com/wp-
sight/napkins/peacock/peacock8.jpg content/uploads/2011/04/Bunny-napkins.jpg

9. Training Request: Fix problem of
droopy napkin sculptures
You need to first find out:
Is this a problem that can be solved with an
instructional solution?
What are some possible causes?
How can you get the information
you need to answer these questions?
write + pair + share

10. Solutions
What is at least one
NON-educational
solution to this issue?
What is at least one
educational solution
to this issue?

11. What are the goals of training?
Difference between performers’
and needed:
Current
Knowledge
Skills
Attitudes
http://files.recipetips.com/kitchen/images/r http://files.recipetips.com/kitchen/images/refimages/seasonedin
efimages/seasonedinsight/napkins/peaco sight/napkins/peacock/peacock8.jpg

12. Task Analysis
http://www.thepartydress.net/wp- http://theindie-pendent.com/wp-
content/uploads/2009/03/bunny-napkin-instructions-large.jpg content/uploads/2011/04/Bunny-napkins.jpg

13. Task Analysis

14. Task Analysis
Define in observable terms –
– General duties
– Specific tasks and their descriptions, decide:
• What decisions are required to perform this
task?
• What subtasks are needed?
• What information/knowledge is needed to
perform this task?
• What are the needed inputs/outputs of
each task?

15. Task Analysis: Plan and Execute an World Series Party
1. List three or four major duties to be carried out
to get ready for the party.
2. Pick one duty from prior step. Break it down
into 3-5 tasks (and subtasks, if appropriate).
3. For each task: Identify the specific knowledge
needed for the task, decisions required during
each task, inputs (needed conditions, resources)
& outputs (something produced by the task)
http://atssportsblog.com/wp-content/uploads/2009/06/orioles-baseball.jpg

16. ADDIE Model
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)

17. Goals
Design Analysis
Objectives
Matching assessments
Instructional plan

18. Objectives
A – Audience
The learners
B – Behavior
What should the learner be able
to do as a result of this instruction?
C – Condition
Any special conditions
required to demonstrate mastery?
D – Degree
What performance is good enough?

19. Objective
Using materials provided during the
presentation, ISTC 541 students should be
able to: Demonstrate familiarity with the
tasks, outcomes and goals of each phase of
the ADDIE model by correctly matching 90%
of tasks to its corresponding design phase.

20. Matching Assessments

21. ADDIE Model
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)

22. Development
• Material production
• Pilot testing –
Does this solution work as planned?

23. ADDIE Model
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)

24. Implementation
Student meets instruction
Captive audience
Asynchronous course
Coaching
On-the-job training
Just-in-time resource
Kanji Takeno, Towson University,
Retrieved on Mach 3, 2010 from:
http://towson.edu/photographicservices/
image_gallery.asp

25. ADDIE Model
Analysis Design Development Implementation
Evaluation
(Hodel, 2000; Holland, 2005; Seels & Glasgow, 1998)

26. Evaluation
“Have we solved the problem?”
“What is the impact [of the training solution]?
“What needs to be changed?”
Seels, B., & Glasgow, Z. (1990).

27. Match the following
Talk with Subject-
Matter Experts
Analysis
Write Tests
The Planning Phase
Design
Student attend a class
Development
Define instructional
problem
Implementation Write Goals
Produce a handout.
Evaluation
The Information
Gathering Phase
Perform a
Task Analysis
Pilot Test the instruction

28. References
Hodell, C. (2000). ISD from the ground up. Alexandria, VA: ASTD
Press.
Holland, G. P., (2005). Basics of instructional design. Retrieved
March 3, 2010 from:
http://wwwnew.towson.edu/adminfinance/ots/ciat/isd
Seels, B., & Glasgow, Z. (1998). Making instructional design
decisions (2nd ed.). Upper Saddle River, NJ: Merrill.