The document describes the ADDIE model, which is a systematic instructional design process consisting of 5 phases - Analysis, Design, Development, Implementation, and Evaluation. It was originally developed by the U.S. Army and has been widely adopted for developing effective training programs. The ADDIE model provides benefits such as ensuring learners achieve instructional goals, allowing needs assessment and evaluation, and providing a consistent approach to development.

1. ADDIE MODEL
 Presented to:
 PROFESSOR.DR.N.B JUMANI
DIRECTOR (D.E) IIU ISLAMABAD
 Presented by
 Muhammad Iqbal
 !54­FSS/PHDEDU/F18
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2. Instructional design
 Instructional design is a complex process that is creative,
active, and interactive. (GUSTAFSON &BRANCH 2007)
 it deals with the question how to learn?
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3. Cont.
 A systematic process that helps in creating and
developing effective, appealing, and efficient
instructional materials within a supportive
environment using art, science, learning, and
instructional theory.
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5. Why Instructional Design?
 It helps educators to improve
• teaching methods
§ Purposeful use of appropriate materials and
methods.
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6. Cont.
 It is a system of procedures
I. for the development of education
II. training programs
in a consistent as well as reliable manner.
(Limpan,2017). 4/10/2019
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7. Cont.
 “The purpose of any design activity is to devise
optimal means to achieve desired ends.”
(Charles Reigeluth, 1983).
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8. Users of I.D
The Instructional Design is used by:
1. The instructor
2. A subject matter expert
3. An assessment team or evaluator
4. Content developers
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9. Features of I.D
Ø Systematic : logical, orderly method of identifying, developing and
evaluating a set of planned strategies targeted for attaining the project’s goals.
Ø Specific: each element of the instructional design plan needs to be executed
with attention to details.
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10. ORIGIN OF ADDIE MODEL
• 1970
• Florida State University
• Centre for Educational Technology
• Originally developed for the U.S. Army
• ADDIE was later implemented across all branches of the U.S. Armed Forces.
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12. ADDIE MODEL
 ADDIE Model is a systematic approach used by
 Instructional designers
 Content developers to create instructional course
materials.
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13. Cont.
 The ADDIE model represents
§ a lean,
§ dynamic,
§ flexible guideline for building effective training and
performance support tools.
§ ADDIE model helps to save time and money by catching
problems while they are still easy to fix.
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14. IMPORTANCE OF ADDIE MODEL
 ADDIE model is designed to ensure
1. learners will achieve the goals of the course,
2. Allows for the evaluation of learner’s needs,
3. The design and development of training materials, and
4. Evaluation of effectiveness of the training program using
processes with specific, measurable outcomes.
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15. ADDIE MODEL
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16. ANALYSIS PHASE
 It starts with
Ø Assessment of needs
Ø Clarification of problems
Ø Establishment of goals
(Gustafson & Branch ,2007).
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17. Need Assessment
 Who is the audience and their characteristics?
* Identify the expected behavioral outcome.
* What types of learning constraints exist?
* What are the delivery options?
* What are the online pedagogical considerations?
* What is the timeline for project completion?
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18. Cont.
Ø Analyze the learners (where they are at, their skills and needs, etc.)
Ø Develop an instructional analysis (to provide the necessary steps and
present opportunities to learn and use new information in an instruction),
Ø Create instructional goals (aimed at specifying the end desired result)
Ø Analysis of learning objectives (how to measure the attainment of goals).
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19. Understanding Your Learners
 A thorough needs analysis obtains the following
information:
1. learners' backgrounds
• (Age, Education, Profession, Position and
Organization)
2. Preferred learning styles of learner
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20. Understanding the Learners
 Their level of knowledge on the topic
 Their expectations from the training
(quick telephone calls, a brief survey .feedback form)
 What relevant knowledge and skills do they need to learn?
 What do they already know?
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21. Cont.
 How varied are they in knowledge and learning styles?
 How well can they learn? What study skills?
 What motivation and interests, attitudes to teaching/learning methods?
 What are their obstacles to their learning, such as anxiety, color
blindness, lack of concentration, computer access?
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22. ANALYZE (Establishment of goals)
 Developing Your Learning Goals
 When you design any course, unit or lesson, the first questions you
must ask yourself are:
 What are my goals?
 What do I hope that students will know at the end of our
experience?
 What do I want students to be able to do?
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23. Examples:
 Introduce students to the ADDIE process
 Provide students with a chance to experience different types of active
learning.
 Allow students to form teams and begin to develop group norms.
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24. Design phase
This phase deals with
Ø learning objectives
Ø assessment instruments
Ø exercises,
Ø content
Ø subject matter analysis
Ø lesson planning and media selection.
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25. Designing objectives
 After identifying broad learning goals and thinking about
the specific learning objectives are developed
 Learning objectives are more specific, describing in more
explicit detail what you expect that students will know
and be able to do.
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26. Rules for Developing Objectives
 Start objective statement with “Student will be able to. . . “
 Begin each specific objective with an action verb, something
that can be measured or observed. For example:
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27. Cont.
 By using specific, measurable words you make it easier to develop your
learning assessments. It also communicates more clearly to students
what they will be learning in the course.
 Do NOT begin objectives with words such as “understand” or “know.”
We cannot directly observe if someone “understands” material—they
must do something with it for us to be able to determine if they
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28. Cont.
 Provide students with some level of choice. (doing a presentation, or a
role ­play).
 Are clearly linked to learning objectives. For example, if an objective is
“Student will be able to describe the ADDIE process,” then your
assessment should provide an opportunity for the student to do that.
 Allow for concrete skill demonstrations. If the lesson is on how a student
would write a business letter, then the student would actually produce a
business letter and that letter would be measured against a “sample”
letter to determine if it met standards of quality.
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29. Develop
Keep in mind that
 Students have different learning styles.
 Learners need to learn skills “in context.”
 Learning is “social” activity
 Students are motivated by activity, appropriate
challenge levels and a pace and style that is
facilitative, rather than “instructive.”
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30. Guidelines for Selecting Instructional Strategies
 Begin with a product in mind
 Reduce the level of threat. Learning is primarily a social
activity.
 Instructors must develop classroom norms that communicate
that it’s safe to learn in their classroom.
 Establish relevance
 Clearly and appropriately link strategies to objectives.
 Strategies should match needs and characteristics of learners.
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31. Examples of Active Learning Options
 Projects and mini projects
 Case Studies
 Presentations
 Think/Pair/Share
 “One Minute Paper”
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32. Develop Classroom Logistics
 As important to learning as the specific instructional strategies you use are classroom logistics.
Things like class ground rules, the physical layout of the classroom, the use of teams—all of these
logistical issues influence learning.
 Have students set ground rules and expectations.
 Be consistent. Nothing causes a faster break­down in norms than inconsistency
 Work in teams but do so strategically.
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33. Step 4
IMPLEMENT
Putting the Lesson into Practice
if you’ve planned well, the implementation phase is when
you get to see the fruits of your labor.
If you haven’t planned, then this is often where you see
unmotivated students and ineffective lessons.
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34. When it Works
§ The best thing about teaching is going through a lesson and seeing
students get excited and motivated by the process.
 Watching them become more skilled or seeing that “light bulb” of
understanding go off.
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35. Appropriate actions
 Stop the lesson and find out from the students what’s going on.
 Take and break and re­group.Sometimes you need a minute to pull
your head together to try something else. Take it if you need it.
 Move to another lesson or activity. If it’s REALLY bad, have
something else that you can move to easily
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36. Step 5
Evaluate
 Student Reactions
Did students enjoy themselves? Was it interesting and engaging?
Were there things that students feel worked particularly well? That
should change? Periodically checking in with students helps build
class solidarity and community and keeps you refreshed with new
ideas and possibilities.
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37. Student Learning
 Of course, the real measure of success is—
 did the student actually learn the skills? If we go back to step 2 of the ADDIE
process where we designed learning objectives and ways to assess student
learning, we should be able to tell if students have learned or not by reviewing
the results of their assessments. If we’ve paid careful attention to allowing
students to demonstrate learning in concrete ways, then we can be relatively
certain that they’ve learned what we wanted them to.
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38. When does not work
 No matter how well you’ve planned or what you’ve pulled together, the
lesson just doesn’t work.
 Students don’t understand or they seem unmotivated and disengaged.
This is often when behavioral issues erupt because students are either
challenged too much by the material, or are insufficiently challenged
so that they become bored.
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39. Advantages
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40. Advantages of ADDIE Model
 Cost effective
 Save time
 Promotes effective learning
 Consistent
 Effective in training
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