The ADDIE model is an instructional design framework consisting of 5 phases - Analysis, Design, Development, Implementation, and Evaluation. It was originally developed for the US Army to provide a flexible guideline for building effective training tools. The phases can be iterative and not strictly linear. Analysis involves determining learning objectives and needs. Design develops instructional plans and content. Development creates materials and media. Implementation delivers and tests the instruction. Evaluation assesses effectiveness throughout and after the process.

1. ADDIE MODEL

2.  The ADDIE Model is a framework that lists generic processes
that is used by instructional designers and training developers
to create instructional course materials.
 The model has been adopted as the standard method by many
instructional designers because of its flexibility.

3. Instruction Systems Design (ISD)
 The ADDIE Model of instruction systems design (ISD) was first
developed for the U.S. Army during the 1970s by Florida State
University’s Center for EducationalTechnology.
 The acronym "ADDIE" stands for
Analysis, Design, Development, Implementation,
and Evaluation.
 It represents a dynamic, flexible guideline for building
effective training and performance support tools.

4. Does not impose a strict linear
progression
 The ADDIE Model does not impose a strict linear progression
between each step.
 Rather, each stage is a clear instruction on its own.
 This means that even if the individual applies ADDIE at the
middle of the project, it will still retain its value and be able to
provide a sense of structure to the whole program.

5. Analysis
 It is the most important phase in the process.
 It helps the instructional design expert to determine the basis for
all future decisions.
 A mistake that many beginners make is not conducting a proper
analysis at the beginning.
 It is this analysis where the instructional goals and objectives are
established and that helps to identify the learning environment
and learner's existing knowledge and skills, limitations or
opportunities, or other important points that will be useful in the
design process.

6. Design
 The Design process is the brainstorming step.
 This is where instructional design expert use the information
obtained in the Analysis phase to create a program or course
that meets the needs of customer or audience.
 It deals with learning objectives, assessment instruments,
exercises, content, subject matter analysis, lesson planning
and media selection.
 The design phase should be systematic and specific.

7. Development
 The Development phase focuses on building the outcome of
the design phase.
 This process consumes much of the time spent in creating a
sound educational program or course.
 In this phase, storyboards are created, content is written and
reviewed, graphics are designed and testing is done.
 If eLearning is involved, programmers work to develop and/or
integrate technologies.

8. Implementation
 Design evaluation is done in the implementation phase.
 Designers play a very active role in this stage which is very crucial for the success
of the project.
 Developers should consistently analyze, redesign and enhance the product to
ensure effective product delivery.
 Proper evaluation of the product, course or program with necessary and timely
revisions is done in this phase.
 When instructors and learners actively contribute in the implementation, then
instantaneous modifications can be made to the project thus making the
program more effective and successful.
 During the implementation phase, a procedure for training the facilitators and
the learners is developed.
 The facilitators' training should cover the course curriculum, learning outcomes,
method of delivery, and testing procedures.

9. Evaluation
 The Evaluation phase plays an important role in the beginning
and at the end of the process.
 Evaluation objectives reflect much of the discoveries found in the
Analysis process.
 The designer throughout the evaluation phase should ascertain if
the problem relevant to the training program is solved and
whether the desired objectives are met.
 When looking at the process, the designer must avoid the thought
that it is structured in a chronological order. Rather, the ADDIE
Model is a continuous circle with overlapping boundaries.

10. Some useful links
 http://en.wikipedia.org/wiki/ADDIE_Model
 http://rube.asq.org/edu/2011/09/process-management/the-addie-
model-designing-evaluating-instructional-coach-effectiveness.pdf
 http://michelemartin.typepad.com/addie.pdf
 https://www.youtube.com/watch?v=JZdv5lrJs4U – Analysis
 https://www.youtube.com/watch?v=BhLIiF9QyTo – Design
 https://www.youtube.com/watch?v=VzYDNWhQWYA –
Developmental
 https://www.youtube.com/watch?v=q8yky6-P1Uw –
Implementation
 https://www.youtube.com/watch?v=CBoI0wBo4vw – Evaluation