The document discusses the ADDIE model of instructional design, which stands for Analysis, Design, Development, Implementation, and Evaluation. It explains that ADDIE provides a systematic process for designing effective training and addressing any gaps. Each step of ADDIE is then defined, with Analysis involving needs assessment, Design creating a blueprint, Development producing materials, Implementation delivering the training, and Evaluation assessing learning outcomes. The document emphasizes following an instructional design model like ADDIE helps ensure all necessary elements are included to maximize training success.

1. ADDIE, I DO!
INSTRUCTIONAL DESIGN USING
ADDIE
Dr. Jill Phipps
Adapted from materials created by
Dr.Qetler Jensrud - University ofAkron

2. ADDIE: I DO
follow a process…
 A = Analysis (Front End Analysis/GAP Analysis)
 D = Design
 D = Development
 I = Implementation
 E = Evaluation

3. Why use ADDIE?
 Need to follow a systematic path to implement
training
 Missing elements might result in
training/teaching sessions not being as
successful as they could be
 When planning training on the job it is important
to be systematic about the process
 In particular, for the technical education degree,
it is important to recall this process when taking
individual classes to keep focused on the “big
picture”.

4. Agenda
 Competency for this lesson
 Overview of ADDIE
 Components of ADDIE
 Summary
 Conclusion

5. Competency (behavioral
learning objective)
 Competency:
 Recall what processes take place in each ADDIE
step.
 Supporting Learning Objectives:
 Define what ADDIE is to trainers.
 Recall the purpose of instructional design models.
 List the ADDIE process associated with each
ADDIE letter.

6. What is ADDIE?
 ONE instructional systems design (ISD)
model among many
 Way to systematically design training to ensure all
steps are accounted for when thinking about
training/teaching in organizations/institutions
 *other ISD models include (Gagne’s Nine Events, Rapid
Instructional Design, Dick & Carey’s Model, Seels & Glasgow ISD
Model II, Smith & Regan Systematic Instructional Design Model,
Accelerated Learning)

7. ADDIE
 A = Analysis (Front End Analysis/GAP Analysis)
 GAP = Current Behavior - Desired Behavior
 Where we are –Where weWant to Be
 D = Design
 D = Development
 I = Implementation
 E = Evaluation

8. ADDIE: Analyze
 Data gathering
 Problem that training can address?
 Goals/objectives
 Resources available
 Audience considerations
 Human resource capacities
401/501 Learning w/Technology
400/500 PS Learner
435/530 Systematic Curriculum Design
480/580 Diversity of Learners
605 Needs Assessment & Evaluation
640Techniques of Research

9. ADDIE: Design
 Overview/blueprint
 Basic foundations/structures
 Plan of instruction
 Ideas on….
 Method
 Evaluation
 Structure
 Materials
 Determine available resources (changes?)
430/530 Systematic Instructional Design
435/535 Systematic Instructional Design

10. ADDIE: Development
 Tangible materials
 Production of….
 Learning materials, lesson plans, etc.
 Evaluation instruments
 Instructor notes
 Powerpoints
 Whatever is needed to be successful to achieve
the competency
 Pilot materials as necessary
420/520 PS InstructionalTechnologies
435/535 Systematic Instructional Design

11. ADDIE: Implementation
 Do it!
 Use formative evaluation to determine different
courses of action if necessary
 Provide guided practice
 Change course to provide additional
information, if needed
 Check for comprehension use the learning cycle
 Attention, comprehension, guided practice,
evaluation (WIDS)
435/535 Systematic Instructional Design
475/675 Instructional Applications Seminar
495/690 Practicum/Internship

12. ADDIE: Evaluation
 Did they learn what was presented?
 Some type of evaluation that indicates learning
 Was learning accomplished? (Kirkpatrick’s)
1. Reaction to session
2. Learning occurred associated w/ competency
3. Performance behavior on the job has changed?
4. Organization results have been affected
 Review & go back to “A” in ADDIE
435/535 Systematic Instructional Design
475/675 Instructional Applications Seminar
495/690 Practicum/Internship

13. ADDIE: I DO
follow a process…
 A = Analysis (Front End Analysis/GAP Analysis)
 D = Design
 D = Development
 I = Implementation
 E = Evaluation

14. Always follow a sound
instructional design
model….such as ADDIE !!!
*There are more ISDs: Gagne’s Nine Events, Rapid
Instructional Design, Dick & Carey’s Model, Seels &
Glasgow ISD Model II, Smith & Regan Systematic
Instructional Design Model, Accelerated Learning

15. ThankYou for Attending!!
Sources taken from ASTD Learning System (2006).