This is a relatively straightforward presentation that I put together for a certificate course in instructional design. The presentation takes students through the five steps of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and references the steps to a learning site that I developed at The University of Auckland (https://www.fmhshub.auckland.ac.nz/).

1. eLearning Certificate Week 10
Dr. Iain Doherty
Associate Professor
Director eLearning Pedagogical Support Unit
Centre for the Enhancement of Teaching and
Learning
25th July 2012

2. Contents
• ADDIE Instructional Design Model
– Analysis
– Design
– Development
– Implementation
– Evaluation
• Concluding Comments

3. ADDIE Instructional Design Model
• ADDIE instructional design model has been criticized
for being too linear and too proscriptive.
• However, instructional design work will necessarily
involve each component of the ADDIE model.
• The reality will likely be that the different components
are revisited e.g. analyze, design, evaluate, analyze,
design, implement, evaluate, analyze, design.
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4. ADDIE Instructional Design Model
• We’re going to look at the instructional design model
using the example of a professional learning site
designed to support teaching improvement
https://www.fmhshub.auckland.ac.nz/index.html
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5. Analysis
• Project Viability:
– What is the goal for the eLearning project?
– What is the rationale for incorporating eLearning into
the course?
– Who is available to contribute to the course
development?
– What funding is available for the development work?
• The aim here is to determine that the project is
worthwhile.
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6. Analysis
• Course Viability:
– What is the aim of the course?
– What are the learning objectives for the course?
– What is the current format of the course?
– What new provisions are required?
– Who is the intended audience for the course?
• The aim here is to determine that there is a course
suitable for conversion.
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7. Analysis
• The analysis phase will result in a needs analysis
document that provides an overview of the viability of
the course.
• If the course is not viable e.g. no strong rationale,
insufficient subject matter experts, ill-structured
course, lack of funding, then the project should not go
ahead.
• Project could be abandoned or work could be done to
make the project viable.
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8. Analysis FMHS Teaching Hub Analysis
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9. Design
• Instructional designers are concerned with how they
will create a course that will enable learners to
achieve the specified learning outcomes.
• The design phase is about creating a design for a
course that will maximize student learning.
• Remember that the analysis phase has already told
the instructional designer something about the
learners and about the course.
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10. Design
• Instructional designers ask themselves the following
questions:
– What are the different ways in which students might
learn the content?
– How should content be organized to maximize student
learning?
– What types of activities and exercises will best help
learners?
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11. Design
• Instructional designers ask themselves the following
questions:
– What range of media might be used in presenting
ideas to students?
– What delivery formats should be used to maximize
student learning?
– Which assessment methods would be most
appropriate to measure student learning?
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12. Design
• The design phase ends with the completion of a
design document.
• The design document captures the learning
outcomes along with the answers to the questions
that are asked during the design phase.
• This is a very important document because it forms
the basis for the development work.
• The academic should sign off on the document
before work progresses.
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13. Design FMHS Teaching Hub Analysis
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14. Development
• Most of you will be acting as instructional designers
and course developers i.e. there is no course
development team.
• When developing a course you should keep two
questions in mind:
– Will the course that I am developing enable students to
achieve the learning objectives?
– Will the course that I am developing work in the
teaching situation?
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15. Development
• If the instructional design document is sound then the
development process is relatively straightforward.
• The process consists of translating the design into an
actual course. For example:
– Creating a Moodle course and a course structure.
– Sequencing content in each module.
– Including appropriate media such as video and audio.
– Setting up activities such as discussions and wikis.
– Creating appropriate assessment tasks.
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16. Development FMHS Teaching Hub Analysis
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17. Implementation
• Implementation sounds straightforward but there are
some issues to consider:
– Will the lecturer be comfortable teaching in an
eLearning environment?
– Will students have the requisite knowledge to use
technologies in their learning?
– What kind of support is available for lecturers who run
into problems?
– What kind of support is there for students who run into
problems?
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18. Development FMHS Teaching Hub Analysis
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19. Evaluation
• A course should be evaluated at 2 different levels:
– What was the learner experience of the course?
– Did the learners achieve the learning objectives?
• Responsibility for evaluating beyond these levels –
e.g. did learning translate into real world practice –
probably rests with the educators.
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20. Evaluation FMHS Teaching Hub Analysis
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21. Closing Comments
• The process presented here represents an ideal.
• Often instructional designers will find themselves
working in less than ideal circumstances.
• There is a need to be as thorough as possible whilst
realizing that the design process will likely not be
perfect.
• Also recognize that instructional design can range
from straightforward requests to very complex project
requests.
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