The ADDIE Instructional
Design Process
By: Paola Davila
The ADDIE instructional design model is one of the best known
instructional design models.
A: Analyze
D: Design
D: Develop
I: Implement
E: Evaluate
Analyze
Definition: “To study or determine the
nature and relationship of the parts of by
analysis” (Strickland).
 It asks several questions:






Who is the audience?
What do they need to learn?
What are the delivery options?
What constraints exist?
What is the timeline for project completion?
Analyze, cont.
It is extremely important that the
instructor analyze the system
(department, job, etc.) to get a complete
understanding of it.
 The instructor must build performance
measures for the tasks to be completed.
 In addition, the instructional setting must
be chosen.

Design
The systematic method of research,
planning, developing, evaluating, and
managing an instructional process.
 It must be set at attaining a particular
goal.
 Has three functions:




Identifying the outcomes of the instruction.
Developing the instruction.
Evaluating the effectiveness of the instruction.
Design

In order to effectively teach, there are
five considerations to keep in mind:
1.
2.
3.
4.
5.
What are your objectives
What skills, knowledge and attitudes are you
trying to develop
What resources and strategies will you use in
your instruction
How will you structure the content of your
learning material
How will you assess the learner’s
understanding and whether objectives have
been met.
Develop
The development phase addresses the
tools used to create instructional material.
 It is the process of producing the
materials needed to meet the goals and
objectives.
 This phase is a detailed plan that lists
step-by-step procedures, time schedules,
deadlines.

Develop
In order to help the students learn the
task, a list of activities should be
produced.
 The delivery method should be chosen,
whether it be through video, PowerPoint,
lecture, notes, etc.
 It is important to review previous material
so that information is not repeated.
 Lastly, develop the instructional
coursework.

Implement
During this phase, the first use of the
instruction or materials are described to
the learners.
 The instructor must be ready to face
unforeseen problems like learner
difficulties or instructional challenges.
 The tools necessary to fix any problems
should be at hand.

Implement
An implementation timeline must be
established and the final product must be
delivered.
 Once the final product is ready, the
learning environment must be prepared.
 The learners must be prepared, which
includes advising students on
requirements, and all the tools to be used
must be ready.

Evaluate



The evaluation phase is a systematic process that
determines the effectiveness of the instructional
design.
The evaluation is an ongoing process that
happens at every phase of the ADDIE process.
Evaluation consists of two parts:


Formative: is part of each proceeding phase and
determines effectiveness of each stage.
Summative: is the process of gathering data following
implementation in order to determine the effectiveness
of the goals.
Evaluate
Review and evaluate each phase to make
sure it is accomplishing its goals.
 Perform external evaluations that will
ensure that the information will be used
properly.
 Revise the training system to make it
better.

ADDIE
References
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

Strickland, A.W. ADDIE Model. Idaho State
University College of Education. Retrieved
September 02, 2008 from
http://ed.isu.edu/addie/index.html
The ADDIE Instructional Design Model. (n.d.).
Retrieved on September 05, 2008 from
http://www.dennistester.com/addie.htm
UIT Encyclopedia for Teaching with Technology.
(n.d.). Retrieved September 05, 2008 from
http://wikis.uit.tufts.edu/confluence/display/UITK
nowledgebase/ADDIE+Instructional+Design+Proc
ess