This document compares the ADDIE and ASSURE instructional design models and proposes a hybrid model. The ADDIE model consists of 5 phases for designing training programs. The ASSURE model consists of 6 phases for classroom instruction. Both models emphasize analysis, objectives, materials selection, implementation, and evaluation. The hybrid model combines the systematic approach of ADDIE with the motivational tasks of ASSURE while incorporating Gagne's instructional events. It aims to reduce issues with online education implementation.

1. The ADDIE and
ASSURE Models:
Their Application to Virtual Education
Group 4 Members: Mary Canales, Martha Rodriguez, Christopher
Smallwood, and Juando Morales
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2. Introduction
QUICK FACT SHEET
ADDIE model ASSURE model
1970s 1990s
More exposure Less exposure
Dick & Carey/Kemp Gagne’s Events of Instruction
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3. Introduction
Mary Canales – Overview of Models
Martha Rodriguez – Comparison of Models
Christopher Smallwood – Implementation of Models
Juando Morales – Hybrid Model
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4. Overview of ADDIE & ASSURE Models
The ADDIE model is a well-known design model and the best practice model
to use when designing or developing programs. It’s an instructional design
model that provides a step-by-step process and helps training specialists plan
and create training programs.
The ADDIE Model consist of five phases:
Phase 1 – Analysis
Phase 2 – Design
Phase 3 – Development
Phase 4 – Implementation
Phase 5 – Evaluation
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5. Overview of ADDIE & ASSURE Models
The ASSURE model is an ISD (Instructional Systems Design) model that is being
used all around the world to help educators with their classroom instruction.
The ADDIE Model consist of six phases:
Phase 1 – Analysis learners
Phase 2 – State objectives
Phase 3 – Select, modify or design materials
Phase 4 – Utilize materials
Phase 5 – Require learner participation
Phase 6 - Evaluation
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6. Comparison of ADDIE & ASSURE Models
Selected Characteristics ADDIE ASSURE
Typical Output Maybe used in Classroom oriented
classrooms (traditionally)
Team or Individual Team and Individual Team and Individual
Amount of Analysis High High
Technological Utilizes effective use of Utilizes technology,
Complexity media media and materials
Amount of revision High High
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7. Conclusion: Implementation
Addressing ADDIE Model Implementation Issues
• Develop rollout timetable for the course
• Schedule courses and enrollment of learners
• Setup online course platform.
• Notify learner.
• Inform learners the technological requirements required to be
successful.
• Reevaluated process to ensure smooth and effective transition.
NOTE: The learning environment must be well organized and expectations
must be clearly defined.
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8. Conclusion: Implementation
Addressing ASSURE Model Implementation Issues
• Kidd (2010) - peer evaluation is an important part of the
implementation process.
• Culatta (2011) – the need for reflective evaluation in online education.
Integration of peer evaluation and reflective evaluation will enhance the
virtual environment by:
• Reducing distance between the learner and course material; and
• Reducing the distance between learner and peers
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9. Conclusion: Implementation
Integration of both the ADDIE and ASSURE Models
Implementation of the ADDIE and ASSURE models requires minor
modifications:
• Integration of instructional strategies that foster increased socialization
and reduce virtual distance
• Student to teacher
• Student to peers
• Student to course materials
• Student to technological interface
• Integration of instructional strategies that reduce
• Unnecessary stress for the student
• Extra work for the teacher
• Decreased instructional time
• Dissatisfaction with online education
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10. Conclusion: Hybrid Model
Proposed Hybrid Model Blueprint
• Uses the phases found in the ADDIE model (systematic approach)
• Embeds the guiding tasks statements of the ASSURE model (motivational
approach)
• Accounts for Robert Gagne’s events for instruction
•Stays true to the foundation of the ADDIE model (Dick and Carey ISD 10
model)

11. Conclusion: Hybrid Model
Phase (ADDIE) Tasks (ASSURE)
Analysis • Analyze Learners
Design & Development • State Objectives
• Select Methods, Media and Materials
• Utilize Media and Materials
Implementation • Require Learner Participation
Evaluation • Evaluate and Revise
Proposed Hybrid Model Blueprint
• Uses the phases found in the ADDIE model (systematic approach)
• Embeds the guiding tasks statements of the ASSURE model (motivational
approach)
• Accounts for Robert Gagne’s events for instruction
•Stays true to the foundation of the ADDIE model (Dick and Carey ISD 11
model)

12. The End
The ADDIE and ASSURE
Models:
• Their Application to Virtual Education
Group 4 Members: Mary Canales, Martha Rodriguez, Christopher
Smallwood, and Juando Morales
12