Description

The acronym ADDIE describes a five-step instructional design model for creating effective instruction: Analysis, Design, Development, Implementation, Evaluation.

Purpose

The goal of instructional design is to develop compelling and effective learning activities that target specific learning goals in measurable ways.

Procedure

Analysis: High-level analysis and definition of course objectives and sequencing of the lesson/course within broader context. Consider prior learning challenges and strengths.

Design: Utilize Backward Design to construct the learning process.

• Identify desired outcomes or learning objectives students should achieve by the end of the course/lesson/learning activity. See also: Blooms Taxonomy.
• Determine how students will demonstrate mastery of the learning objectives.
• Break down and scaffold learning: Identify knowledge, skills, attitudes, and resources required to master the learning objectives, and identify intermediate steps to build toward them.
• Create a structured sequence of learning activities to engage students and guide learning. See also: Gagné’s 9 Events of Instruction.

Development: Build a complete lesson/course on the structured sequence developed during the design phase. It should include a review of existing materials, creation or collection of learning materials, building out the learning platform (syllabus, website, or LMS site), and creating evaluation instruments.

Implementation: Deliver the course. Consider techniques to maximize instructional time and student engagement.

Evaluation: First: how well did students learn, retain, or master the instructional goals as determined by formative and summative assessments. Second: how effective and engaging was the learning activity? What worked well? What aspects were not effective? Why? In addition to final student course evaluations, use frequent intermediate evaluations to gauge student perception of teaching and learning.

Level

Beginner

Resources:

ELI 7 You Should Know About Developments in Instructional Design <http://net.educause.edu/ir/library/pdf/eli7120.pdf>

Cennamo, Katherine. Real World Instructional Design. Belmont, CA: Wadsworth/Thomson Learning, 2005. Print.

Dick, Walter, and Lou Carey. The Systematic Design of Instruction. Glenview, IL: Scott, Foresman, 1978. Print.

Piskurich, George M. Rapid Instructional Design: Learning ID Fast and Right. San Francisco, CA: Jossey-Bass, 2000. Print.

Reiser, Robert A. Trends and Issues in Instructional Design and Technology. Boston ; Munich: Pearson, 2012. Print.

Gagné, Robert M. Principles of Instructional Design. Belmont, CA: Thomson/Wadsworth, 2005. Print.

Estey, Hilary R. 5 Elements of Instructional Design. Bristol, CT: BVC Pub., 2001. Print.

Reigeluth, Charles M. Instructional-design Theories and Models: Vol. 2, a New Paradigm of Instructional Theory. Mahwah, NJ: Lawrence Erlbaum Associates, 1999. Print.

Jonassen, David H. Learning to Solve Problems: An Instructional Design Guide. San Francisco, CA: Pfeiffer, 2004. Print.