BRAYBOY ADDIE INFOGRAPHIC

ADDIE Model: Instructional Design

Implementation

Design

Develop

Analysis

Evaluation

Jump into ADDIE, a step-by-step plan to help you design learning experiences that really stick!

ADDIE INFOGRAPHIC © 2023 by Chelsea Brayboy is licensed under CC BY-NC 4.0

This is about gauging the success of the training program. Feedback, assessments, and analytics are analyzed to ensure effectiveness.

The content and learning materials are actually created during this phase. Be it e-learning modules, videos, or simulations – this is where they come to life!

Before making a lesson, find out what your learners already know and what they need to learn. Understand your learners' needs and determine the learning objectives. The "why" and "what" of the course are defined here.

The design step outlines the instructional experience. It’s the "how" of the learning process. Here, we'll map out the lesson; Imagine it like drawing a treasure map for learning!

The course is rolled out to the learners. It's essential to ensure smooth delivery and accessibility.

• Hover over each icon for a description of each step in the ADDIE model
• Click on each + sign to see details for each step of the ADDIE model

2: Define Objectives

3: Research and Brainstorming

4: Storyboarding

5: Choose Instructional Methods

6: Select Media and Technology

7: Design Assessments

1: Needs Assessment

Design

What should be done in the design phase? (9 steps)

8: Feedback Mechanisms

9: Pilot/Prototype

Define Objectives

Clearly outline what learners should know or be able to do by the end of the instructional sequence (Educational Technology, n.d.). Make sure these objectives are measurable and aligned with the broader goals of the training or course.

Develop ways to measure learners' performance and determine if the defined objectives are met. This could be through quizzes, projects, discussions, or any other relevant method (Educational Technology, n.d.).

Design Assessments

• Learner's profile: Think about who your learners are and what they might already know.
• End goals: What should learners know or be able to do at the end?
• Setting the stage: Where and how will your learners learn?

Analysis

Storyboarding

Plan the sequence and flow of content, possibly using visual aids or flowcharts. Think about the overall structure of the course, how each piece fits together, and ensure there's a logical progression (Educational Technology, n.d.).

• Content creation: Using tools like authoring software, multimedia elements, video editors, etc.
• Trial runs: Testing small-scale prototypes for efficacy.
• Resource gathering: Gathering essential materials like stock photos, icons, audio files, or any other cool stuff we need.

Develop

Step 1: Needs Assessment

Start by determining and analyzing the gaps in current educational outcomes (Ni & Branch, 2008). What are learners missing? What new knowledge, skills, or attitudes are required?

References and CC License

David C. Ensminger, Daniel W. Surry, Barry E. Porter, & Dawn Wright. (2004). Factors Contributing to the Successful Implementation of Technology Innovations. Journal of Educational Technology & Society, 7(3), 61–72.Educational Technology. (n.d.). The ADDIE model: Instructional design. https://educationaltechnology.net/the-addie-model-instructional-design/#evaluationeLearning Industry. (n.d.). Elearning design & development [Image]. https://elearningindustry.com/12-tips-to-create-effective-elearning-storyboards.Ni, X., & Branch, R. M. (2008). Augmenting the ADDIE Paradigm for Instructional Design. Educational Technology, 48(6), 16–19. http://www.jstor.org/stable/44429620Shibley, I., Amaral, K. E., Shank, J. D., & Shibley, L. R. (2011). Designing a Blended Course: Using ADDIE to Guide Instructional Design. Journal of College Science Teaching, 40(6), 80–85. http://www.jstor.org/stable/42992901ADDIE INFOGRAPHIC © 2023 by Chelsea Brayboy is licensed under CC BY-NC 4.0. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/

Research and Brainstorming

Gather relevant materials, content, and resources that might be used in the instruction (Shibley et al., 2011). This step involves looking at existing materials, considering innovative technologies (Ensminger et al., 2004), and brainstorming instructional strategies.

• LMS integration: Uploading and organizing content on a Learning Management System so that lessons are easy to find and access.
• Feedback mechanisms: Platforms or tools for learners to give feedback (it is a way for learners to tell us what they think).
• Support structures: Providing guides, tips, FAQs, and helplines in case learners get stuck.

Implementation

Choose Instructional Methods

Decide on the teaching methodologies that will be most effective, based on the defined objectives and available technology. This could be lectures, simulations, group work, e-learning modules, etc. (Shibley et al., 2011).

Before full-scale implementation, design a pilot or prototype of the course or training to get initial feedback and identify areas for refinement (Shibley et al., 2011).

Pilot/Prototype

Incorporate opportunities for feedback, both during the learning experience (formative feedback) and at the end (summative feedback) (Ni & Branch, 2008).

Feedback Mechanisms

• Learner feedback: Surveys, interviews, or focus groups.

• Analytical tools: Examining LMS metrics, quiz results, etc. for course effectiveness.
• Ongoing iterations: Making necessary adjustments based on findings and regularly updating and refining content.

Evaluation

Based on the factors contributing to the successful implementation of technology innovations (Ensminger et al., 2004), decide on the tools and platforms to deliver the content, whether it's e-learning platforms, in-person classes, mobile applications, etc.

Select Media and Technology