ADDIE is an instructional design model developed in 1975 at Florida State University to help create effective training programs. It was adopted by the US military as the primary method for developing training to address the need to train large numbers of people in complex technical tasks. The five phases of the ADDIE model are analysis, design, development, implementation, and evaluation. The model provides a systematic process for designing, developing, and evaluating training to ensure it meets learning objectives and business needs.

2. ADDIE was developed at Florida State University in 1975. ADDIE was selected by the Armed Services as the primary means for developing training. The United States Military faced the need to train large numbers of people to perform complex technical task. At the time, the term "ADDIE" was not used, but rather "SAT" (Systems Approach to Training) and later "ISD" (Instructional Systems Development). As a general rule, the military used SAT, while their civilian counterparts began using ISD. The "D" in "ISD" first stood for "Development," but now normally means "Design."

4. The ADDIE Process Instructional Design Model used to maximize the effectiveness, efficiency, and appeal of training and the learning experience. A step-by-step process that helps training specialists plan and create training programs. the ADDIE model was used in the framework for helping create new research topics in learning technology. Answers the Questions - "What do people need to learn?“ "Did people learn what they needed?"

5. Analyze performance environment to determine business outcome. Analyze organizational systems to gain an understanding of it. Compile a task inventory of all tasks associated with each job. Select tasks that people need to learn to become performers - needs analysis. Build performance measures needed in order to correct any performance deficiencies. Choose instructional setting for the tasks to be learned, Estimate cost and compare to benefits gained. Identify the training requirements

6. Develop the learning objectives terminal objectives enabling objectives Identify and list the learning steps required to perform the task. Develop performance tests to show mastery and test the development. List the entry behaviors that the learner must demonstrate prior to entering the learning program. Sequence and structure the learning objectives. Selection of strategies

7. List activities that will help the students learn the task. Select the method of media delivery. Review the existing material so work is not duplicated. Develop the instructional course materials and user manuals. Synthesize the course materials into a viable learning program. Test the prototype and validate the instruction to ensure it accomplishes all goals and objectives.

8. Procedure for training the facilitators / learners is developed. Facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners includes training them on new tools (software or hardware) and student registration. This is also the phase where the project manager ensures that the books, hands-on equipment, tools, CD-ROMs and software are in place, and that the learning application or website is functional.

9. Create and Assemble the Content Assets. Storyboards and Graphics are Designed. E-learning: Programmers develop/ integrate technologies. Testers perform debugging procedures. The project is reviewed/revised according to the feedback received .

10. Consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users which were identified

12. Work closely with management, trainers, and subject matter experts to ensure materials are effective, current and relevant. Analyze training sessions and materials and make effective recommendations for actions. Continually explore methods and techniques that improve the quality of learning solutions as well as increase the efficiency in the learning process .

14. No Supervisory Experience Promoted to First-level Positions that included Work Direction Strong Occupational Knowledge Demonstrated How to Do Job No Performance Evaluations Systems Told Workers What to Do & Workers Did It Had Little Training about Supervision

15. Determine Projects Conduct Needs Assessments Assess Learner Characteristics Perform Job Task/Content Analysis State Performance Objectives Instructional Strategies Instructional Materials Evaluate Training Design Instructional Management Systems

17. Emphasis on Performance Analysis Creatively Exercise Performance Analysis Educate Managers about Performance Analysis Pay Attention to Future and Consequences of Solutions Maintain Flexibility Applying ADDIE Environmental Changes Prompt ISD and Instructional Designer Competency Modifications Wary of New Technology Create Awareness of the Connection of Instructional Design and Organization Needs and Strategies Provide Solutions – Not Instruction Motivate Facilitation of Self-Directed Learning

18. Save Time and Money Flexible and has Many Routes Catch Problems while they are Still Easy to Fix Instructional Theories -Important Role in the Design of Instructional Materials