3.+ADDIE

=ADDIE = = = 


 ADDIE is an acronym for the basic model for completing Instructional Design. The model breaks down as follows:  The ADDIE process sets forth a very specific set of steps to be followed in order to successfully develop instruction. The ADDIE process, however, has been re-imagined by numerous research teams. Dick and Carey have developed a systems approach to ADDIE, that is, they approach instructional design from a very systematic stand point. The way that the Dick and Carey model approach instructional design is very orderly. To follow this model, you need to follow it in a series of proscribed steps. This is both a positive and a negative. On the positive side, it can help the instructional design team to insure that they cover all of the important aspects; cross all of their t's and dot all of their i's, if you will. This can be especially important to new instructional designers. Dick and Carey's model is designed to make certain that all aspects of the instructional design process are covered. The negative side to this model is the rigidity of the process. For those who are more "free-thinking," the requirement to work in a proscribed order can be very stifling. Additionally, those better versed in the instructional design process can find this rigidity makes the process slower than it needs to be.
 * Analysis: This is the phase where the instructional designer analyzes the task they are undertaking. What outcome is needed? What format should this outcome be in? Who is the outcome directed to (the audience)? What type of abilites or skills does the audience have? What time-line needs to be followed? What problems are likely to come up during this instructional design and what might be some solutions?
 * Design: This phase is planning phase. The content that will be delivered is developed along with how the learning will be assessed. The instruction that is being designed is planned out as a set of goals and a rough prototype may be developed. Part of this plan involves realizing where the target audience "is" in their abilities, what they will need to learn, and what order the necessary new skills need to be taught in. During this phase, reviews of the work and needed revisions should be made.
 * Development: Producing a product is the key part of this phase. This might involve more people than the instructional designer. Programmers might be needed, or perhaps actors, depending on what the finished project is supposed to be. Again, while the products are being created, reviews of the work and needed revisions should be made.
 * Implementation: The designs that have been created are finally shared with the client and the users are trained in what was developed. Any technology that was created is evaluated to ensure that all parts of it work correctly.
 * Evaluation: This is the final step before full implementation of what was designed. Feedback from the client and trained users is evaluated and any needed changes are made. The previous steps are reviewed to make sure that everything that was supposed to be developed has been and has also been included. All final revisions are made.

The Dick and Carey model follows the ADDIE model fairly closely, with the main difference being that Dick and Carey expand several of the ADDIE steps into several stages each.

ADDIE begins with an analysis step. As I see it, Dick and Carey separate this beginning step into 3 stages. The first three stages of the Dick and Carey process are Identify Instructional Goals, Conduct Instructional Analysis, and Identify Entry Behaviors and Learner Characteristics. These three stages cover the questions that I listed above regarded the analysis phase of ADDIE.

Dick and Carey's 4th stage, Write Performance Objectives, matches the Design phase of ADDIE. Here, the instructional designer develops the learning objectives for each part in the instruction as well as what skills will be needed by the learner (this was ascertained in stage 3, Identify Entry Behaviors and Learner Characteristics) to reach those objectives.

The next phase of the ADDIE process is Development. Dick and Carey have five different stages that begin with development, although the last two involve a bit more. The first three of these development stages, Develop Criterion-Referenced Test Items, Develop Instructional Strategy, and Develop Instructional materials line-up very well with the development phase of ADDIE. In each, the goal is to figure out exactly how the instruction is to be delivered and to create a method that will deliver the instruction in a way that is most understandable to the acknowledged learners of the content.

The final two stages of the Dick and Carey model are Develop and Conduct Formative Evaluation and Develop and Conduct Summative Evaluation. To me, these final two stages incorporate portions of the development phase of ADDIE as well as the implementation and evaluation stages of ADDIE. I believe that Dick and Carey organized their model of ADDIE in this order to provide special focus to several aspects that they see as integral to the instructional design process. The first of the two final stages, Develop and Conduct Formative Evaluation, is a stage where the product is evaluated before it is completed. Data that has been gathered throughout the process is evaluated to see what the strengths and weaknesses of the instructional design are. At this point, faults or errors are expected and corrections are made. This stage must happen prior to full scale use of the instructional design begins. This would be the time, like in the implementation phase of ADDIE, that any technology that has been developed would need to be evaluated for completeness and usability. The Summative Evaluation stage is a review of the success of the instructional design. At this point, the instructional design is being used and is considered a final product; although a final product that can be improved upon if problems or deficiencies are noted.

There is one final, over-arching stage of Dick and Carey's model; Revise Instruction. This is a great strength of this model as it reminds the user that the instruction should be a focus throughout the process and that revisions of the instruction can and should occur whenever an issue arises.

While I think that this process is a very thorough one, I believe that it would be challenging to follow. This model would require a very comprehensive plan and, for me, a detailed flow chart of what would be done in each step and when it would be accomplished. I can see an instructional design team getting lost in the details of where they are and losing their "big-picture" focus. If I were to use Dick and Carey's model, I think that it would be as back-up to the ADDIE process itself. I think the ADDIE process is easier to follow in the big-picture sense while the Dick and Carey model would help define the tasks necessary to complete within ADDIE's individual phases.

Information on Instructional Design models for EDET 722 based on information from: Brown, A. & Green, T. D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River: NJ: Pearson

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