This document provides an overview of the ADDIE model for instructional design. It describes each phase of the ADDIE process: Analysis, Design, Development, Implementation, and Evaluation. For the Analysis phase, it outlines steps like conducting an instructional analysis, learner analysis, and writing learning objectives. The Design phase involves creating a blueprint or course map. In the Development phase, instructional materials are created. The Implementation phase involves testing the materials. Finally, the Evaluation phase consists of assessing the overall effectiveness of the instruction.

1. ADDIE

2. Analysis
• The art of developing an e-learning product is
similar to architects who is building a house for
their clients.
• Architect:
– look at the land
– find out about what the new homeowners want
before they start building the home
• Multimedia designer:
– Thinking about what you will create? Why?
– Who will use your project? Why?
– What do they need to know
or do?

3. Analysis

4. Analysis

5. Analysis
ADDIE
To ensure learners
have a good
instructional
experience
To ensure learners
who use your project
will achieve the goals
of your instruction
Analysis
Design
Development
Implementation
Evaluation

6. Analysis
Every instructional design project begins with
Analysis

7. Analysis
Instructional
goals
Instructional
analysis
Learner
analysis
Learning
objectives

8. Instructional goals
• This is the first step to determine what new information and skills you
want your learners to have mastered when they have completed your
product/e-learning tool
• The instructional goals may be derived from:
– A list of goal
– Performance analysis
– Needs assessment
– Practical experience with learning difficulties faced by students and etc.
• Talk to your client what he/she would like to learn
• This can be met through interview
• Example: Making pizza

9. Instructional goals
• The course goals are broad statements of what the students will be able to
do when they have completed the course
• Goals can be lofty ideas, using words or phrases like "appreciates" or
"shows leadership ability.“
• Example of a broad course goal: Students will gain a greater appreciation
for traditional music.
Task 1# : Analysis worksheet 1
Task2#: Analysis worksheet 2

10. Instructional analysis
• Identify all the necessary steps to achieve the instructional goals
– Example: Necessary steps in making pizza
• Your instructional analysis provides the step-by-step instructions that take
learners from start to finish
• For learners, learning is a journey; they rely on you to provide them with
an accurate set of directions. An instructional analysis ensures that the
course will:
– Cover all information and steps that learners will need to know
– Exclude information that learners already know
– Exclude information that learners don't need to know
• The more accurate the instructional analysis, the easier the journey will be
for the learners.

12. Example of Instructional/Content Analysis
Goal: To be able to describe the different
types of cuisines in Malaysia
I. Malay food (Module)
1. Origin of Malay food (Lesson)
2. How to cook Malay food (Lesson)
2.1 List the main ingredients in Malay cooking (Topic)
2.2 Identify the utensils in a Malay kitchen (Topic)
2.2 Demonstrate how to cook a basic Malay dish (Topic)
3. Types of Malay dishes according to states (Lesson)
II. Chinese food (Module)
III. Indian food (Module)
1.
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13. Instructional/Content Analysis Diagram
To Describe Types of Malaysian Cuisine
Module MALAY FOOD
Identify
ingredients
Identify
utensils
Coconut
Oil
Goal
Lessons
Topics
Step 1 Step 2
Step 3
Prerequisite Skills
How to cook
Malay food
Types of
Malay cuisine
Spices
“Batu
lesung”
“Kuali”
Demonstrate how to
cook Malay food (e-learning)
Describe
Malay Food
Origin of
Malay food

14. Instructional/Content Analysis Diagram

15. Instructional goals
Task 3# : Conduct your own instructional/content analysis diagram

16. Learner analysis
• To seek what your learners already know about the subject through:
– Interview
– survey

17. Learner analysis
[Analyze learner and context]
• To identify learners’ current skill, preferences and attitude
• To identify characteristics of the instructional setting
• To identify the setting in which the skills will eventually be used
• To seek what your learners already know about the subject through:
– Interview
– survey
Task4# : Analysis Worksheet 3
Task5# : Analysis Worksheet 4

18. Learning objectives
• What students should be able to do when instruction is completed
• Skills-Attitude-Knowledge
• Based on instructional analysis and the description of entry skills, you
write specific statements of what learners will be able to do when they
complete the instruction

19. Learning objectives
Objectives
Narrow
Precise
Tangible
Concrete
Can be validated

20. Learning objectives
• the specific measures
• use to determine whether or not we are successful in achieving
the goal.
Measurable objectives
• instructions about what we want Objectives the student to be able to do.
• include specific conditions (how well or how many)
• describe to what degree the students will be able to
demonstrate mastery of the task.
Use verbs

21. Learning objectives
“By the time a student finishes this course, he
or she should be able to______________”.

22. Learning objectives
Type of learning objectives
Cognitive
Knowledge
Basic understanding
Application
Analysis
Synthesis
Affective
Acquire values & attitudes. Deals
with how someone feels, usually
showing increased interest in a
subject or some activity.
Psychomotor
Execute a physical task or manipulate
an object. Concerns how a student
moves or controls his or her body.

23. Learning objectives
“By the time a student finishes this course, he
or she should be able to______________”.
Task6# : Analysis Worksheet 6

24. Thank you

25. Design
• In order for anything to be built properly, you need a blueprint and a plan to follow. Since course designers
sometimes talk about a "design blueprint" or "course architecture", the metaphor and theme for this
lesson is the blueprint.
• All visible things are created twice: first, with a mental creation, and second, with the physical creation.
The course design blueprint is the first, or mental creation, of your project. This includes your course map,
lesson event strategies and treatments, graphical user interface design, assessment plan, and your
storyboard.
• Design is the second ADDIE phase. Every instructional design project benefits from careful planning during
the Design Phase. Design Worksheet 12 is the main "blueprint" document in this lesson. It requires a lot of
brainstorming and creative thinking to organize the chunks of a course.
• The design process is partly art and partly following steps of a proven process. It is hard to teach and learn
to design anything in a linear, step-by-step way. So, use the 6 Design worksheets over and over, even in a
back and forth manner as you brainstorm.
• Continue designing until you are satisfied that you see clearly how you will develop the course and
produce the media in the physical creation steps of Lesson 3. If you do the design well, then the students
who use your project will have a much better chance of achieving the goals of your instruction.

26. Develop
• By the end of the ADDIE design phase, designers have a basic idea of the structure of the course. Next, it is time to
actually start developing or constructing the materials of the actual instruction. This is like building a house as a
person's dream home goes from seeing the blueprint to actually pouring the cement foundation and adding the
structure of walls and roof. Then developers add the sheet rock, wring and plumbing to the building structure.
Finally, they add the floors, molding, windows, and doors.
• During the Develop Phase in Lesson 3, you will:
• Develop all the materials for a prototype lesson or multimedia presentation
• Create a file directory and store all files
• Create a prototype lesson and compile or render your finished product
• Check copyright permissions and list the credits
• Use a production checklist to double check that everything looks and functions properly.
• Be ready to go try it out on other machines!
•
The develop phase of ADDIE is usually the phase people think of when they think of doing a multimedia project. A
lot of people just want to start with the Develop phase. If they do that, their final project may be interesting, cute,
beautiful, or flashy - but it probably won't be instructional, too. This is why the ADDIE process asks you to spend
time analyzing and planning to meet the needs of your audience. Then, there will be a good fit for all when you
get to the Develop phase.
• So, after many months of learning to Photoshop, PowerPoint, Flash and other multi-media tools, it is now time for
you to use them to build your prototype!

27. Implementation
• The day finally comes when the building construction is done on a new home. The contractors clean up their piles
of rubble and get all the rooms in order for the transition of the new owners to take over. The homeowners begin
moving in with boxes and furniture to try out their new home. They check to make sure everything is working
properly. If there is a problem with the plumbing or the garage door, they call the builder to come back and fix it.
• In a way, the same thing happens when you create a new course. Other people try it out for you. They check to
make sure that the parts are working properly and it all looks OK to suit them. Usually there are some little things
to fix. You take their suggestions and refine the course.
• The Implementation Phase of the ADDIE model is usually interesting because other people may find some "bugs"
in your media that you did not expect or even think of before. It is a time to be flexible because you do not know
for sure if everything you planned on will actually work or not until it is put to the test.
• As you ask a subject matter teacher or a few students to try out your prototype lesson, you sit with them and
watch how they do it. Can they do what you had planned? Ask them questions and write down their answers as a
guide to improving your project. Find out what is confusing to them, parts they would like you to fix, and what
exactly they like about your work.
• During the Implementation Phase in Lesson 4, you will:
• Complete the lesson or project enough for people to try it out. Develop enough material to test at least one of
your objectives.
• Conduct an Alpha Test with a few people.
• Revise and improve the course according to the suggestions, and this time, complete or polish all parts as much as
possible.
• Conduct a Beta Test with 5 or more people who are representatives of your target audience.
•

28. Evaluation
• As new homeowners start using the new home, friends and family often ask them how they like their new home.
They expect to be satisfied and happy with it because the actual new home should match what they had dreamed
and planned. They use it a while, check out the furnace, the dishwasher, the toilets - to make sure they all work
and match their expectations and the building code requirements. The same thing happens with a new course.
People try it out for a while to decide if it can be used for the goals and purposes for which it was created. If not,
they may make minor adjustments and then continue using it again and again.
• During the Evaluation Phase in Lesson 5, you will:
• Conduct a final, overall evaluation of your course.
• Collect data and summarize the responses.
• Adjust the course design and parts of the media in your project as necessary. Clean up the project and make any
final revisions.
• Release the project.
• Write your reflections and a summary of what you learned.
•
Evaluate your project as a whole. Some general questions to ask yourself:
• Were the students able to pass my assessments ok as a result of taking my course?
• What do people like best or least about the course?
• What kinds of responses did you get when they rated parts of your work?
• What did you learn from all this?
• What did you like or not like about designing and creating your own course?

29. Resource
• http://ocw.usu.edu/Other_Educational_Resou
rces/intro-to-instructional-design/
resource91.html