The ADDIE model is a systematic instructional design model consisting of 5 phases: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis phase, instructional problems are identified and analyzed. In the Design phase, learning objectives and assessments are developed. During the Development phase, materials are created. In the Implementation phase, instruction is delivered. Finally, in the Evaluation phase, the effectiveness of the instruction is evaluated. The ADDIE model provides a framework to systematically design effective instruction.

1. Instructional Design

2. Instructional Technology
The use of technology (computers, compact
disc, interactive media, modem, satellite,
teleconferencing, etc.) to support learning

3. Instructional design
The process by which instruction is improved
through the analysis of learning needs and
systematic development of learning materials

4. Instructional designer
Instructional designers often use Instructional
design as a method to create instructional
material

5. Instructional Design model
A systematic guidelines instructional designers
follow in order to create a workshop, a course,
a curriculum, an instructional program, or a
training session (McGriff, 2001)

6. Instructional Design Models

7. Dick and Cary Instructional Design Model
(1978)

8. Gagne's Nine Events of Instruction (1992)

9. Smith and Ragan Model (1993)

10. kemp, Morrison, and Ross (1994)

11. ASSURE Model
Heinch, Molenda, Russell, Smaldino (1996)

12. The five stages
of instructional
Design

13. A Analysis
D Design
ADDIE
D Develop
I Implement
E Evaluate

14. The ADDIE model
The ADDIE model provides instructional designers with a
framework in order to make sure that their instructional
products are effective . ADDIE stands for the steps of the
model.

15. Analysis
Pre-planning; thinking about the project
Steps of Analysis stage
q Analysis on the students
q Analysis on the learning environment
q Analysis on the Teaching content

16. Analysis
q Analysis on the students
Ø Students’ particulars such as characters,
age, gender, and level in learning.
Ø previous knowledge that the students have.
Ø students’ learning style.
( There are some who find it easy to understand a
new concept if given visual aids, some who like
working in groups and some who like working
individually)

17. Analysis
q Analysis on the learning environment
Resources that are available in school or some
organization such as: tools, cost, timeline,
place of learning, will determine the method of
presentation
q Analysis on the Teaching content
In this stage the designer organize the
content , and divide it into units , and each unit
into tasks and learning activities

18. Designing
Design your project on paper
Steps of Designing stage
q Designing learning objectives
q Choosing teaching strategies
q Designing user interface
q Designing the storyboard

19. Designing
q Design learning objectives
Ø Writing good, sound learning objectives that answer the question
“What will the learner be able to DO once they complete this training”
Ø Learning Objectives are usually set for three domains:
Cognitive: Creating new knowledge
Affective: Developing feelings and emotions
Psychomotor :Enhancing physical and manual skills

20. Cognitive Learning Objectives
q Are designed to increase individual
knowledge .Cognitive objectives relate to
understanding, comprehension, and critical
thinking on a particular topic
q Examples:
Ø Define the instructional technology
Ø Describe the meaning of instructional design
Ø Recall the different models of instructional
design

21. Designing
• Understanding the various levels of Bloom’s Taxonomy can
help you answer this question. The six levels of the Bloom’s
Taxonomy are:
1- Knowledge
2- comprehension
3- Application
4- Analysis
5- Synthesis
6- Evaluation

22. Affective Objectives
q Are designed to describe the way people
react emotionally / it describes the growth in
(attitudes- emotions- feeling)
q Examples
Ø Listen to others with respect
Ø Recognize the need for balance between
freedom and responsible behaviors
Ø Show self reliance when working
independently

23. Psychomotor Objectives
q Are designed to describe the ability to
physical manipulate a tool or instrument like
hand or a hammer
q Examples
Ø Make a design for an instructional material
Ø Drive a car
Ø Use personal computer

24. Designing
Ø Choosing teaching strategies
There are various teaching strategies that are
commonly used in systematic teaching based on
situation and learners. (Some of them are
: drilling, tutorial, games and simulation)

25. Designing
Ø Design the storyboard
It is one of the most important steps of designing phase,
Storyboard is a graphic organize in the form of illustrations
or iamges displayed in sequence for the purpose of pre-
visualizing a motion picture, animation, or interactive
media sequence.
instructional designer is the one that creates the storyboard to
guide the programming team who design the project. It allows
them to see what the instructional designer wants to create .
The first step in creating a storyboard is to draw a series of
squares on a piece of paper . Think of these squares as the
video frame. In each square a different shot or scene will take
place.

26. Designing
• You can sketch the scenes by hand or create them on a computer or
even. Make sure to leave space to write notes and lines from the
script beneath or next to each frame.

27. Designing
q Design the User Interface
Ø The goal of user interface design is to make the user's interaction as
simple and efficient as possible, in terms of accomplishing user goals.
Ø Below are a number of principles and ideas for designing a great user
interface.
• Consistency is Vital
• Your Users Will Make Mistakes
• Offer Personalization Options
• Use Tabbed Navigation and Buttons for Actions
• Keep Things Simple
• Display help messages that attract the eye
• Design feedback messages carefully
• Short sign-up forms
• Enable Keyboard Shortcuts
Steve Jobs once said, “design is not just what it looks like and feels like.
Design is how it works

28. • How to Design a Great User Interface
How to Design a Great User Interface

32. Development
Develop course materials and assemble the course
Ø The development phase is the process
of authoring and producing the course.
Ø It is the actual creation of the content
and learning materials based on the
design phase.

33. Implementing
The content is put into action with real students within the learning Environment
q Now, it's time to put the course in front of the
learners and measure how they interact with the
materials.
q During the implementation phase, a procedure for
training the facilitators and the learners is
developed.
Ø The facilitators' training should cover the course
curriculum, learning outcomes, method of delivery,
and testing procedures.
Ø Preparation of the learners include training them on
new tools (software or hardware), student
registration. and field testing the learning
environment for completeness, user-friendliness,
and quality

34. Evaluation
Look at the course outcomes with a critical eye
q Two Types of Evaluation
Ø Formative evaluation Information for this type of
evaluation is collected while going through each of the
stages to further improve the teaching and learning
process. In order to avoid from having a big problem that
can only be detected after a program had been
developed.
Ø Summative Evaluation This type of evaluation is done
towards the end of the teaching and learning process to
evaluate and make any necessary changes for the next
session of teaching and learning.

35. An example for an instructional material (amoral story for kids)
Designing an instructional material
Type of instructional material
Title of the instructional material
q Learning Objectives
After studying this instructional material , students have to:
Ø memorize the number of kitchen items
Ø Identify the function of each kitchen item
Ø Know the real meaning of co-operation
Ø Stop proud of ourselves
q Choosing teaching strategy
The instructor selected the storytelling as a teaching strategy to
teach his students the real meaning of co-operation ,and to tell
his students not to proud of themselves because every one has
his own talents

36. q Design the storyboard
Screen shot Video Audio
Far shoot for a There was a
house, move to a beautiful house
close one
Zoom in for aside of It has an attractive
kitchen kitchen

37. Design the User Interface
A funny Kitchen
play
When you click on play , the story begins

41. q References
Ø http://edweb.sdsu.edu/Courses/EDTEC700/ETP/addie.htm
Ø http://goanimate.com/video-maker-tips/what-is-a-storyboard-
and-why-do-you-need-one/
Ø http://en.wikipedia.org/wiki/Storyboard
Ø http://www.instructionaldesign.org/models/addie.html
Ø http://www.learning-theories.com/addie-model.html
Ø http://www.instructionaldesigncentral.com/htm/
IDC_instructionaldesignmodels.htm#dickcarey
Ø http://www.youtube.com/watch?v=jiLLz1SaxGc
Ø http://www.learning-theories.com/addie-model.html
Ø http://www.siue.edu/~jomarsh/models.html
Ø http://www.krummefamily.org/guides/bloom.html
Ø http://uxdesign.smashingmagazine.com/2009/01/19/12-useful-
techniques-for-good-user-interface-design-in-web-applications
Ø http://www.webdesignerdepot.com/2010/10/how-to-design-a-
great-user-interface/
Instructional Design for E-Learning