By: Catherine Mendoza

Evaluate Implement Develop Analyze Design

 Who is the targeted audience for training?  What tasks do they need to learn?  What are the multimedia options for providing the information?  What are the limitations of the target audience and environment?

 Continue with subject matter analysis  Apply instructional strategies according to content type  Create storyboards.  Design the user interface  Collect needed materials

 Review information collected in analysis phase and decisions from design phase  Create a prototype  Develop the training materials  All multimedia materials are collected, prepared and created  Do a trial run

 Train facilitators  Preparation of the learners  Placement of tools  Maintain timeline  Ensure delivery

 Evaluation goal specification  Preparation  Data Collection  Data Analysis  Revision  Recycling

 Process of collecting data following implementation of the project in order to determine its effectiveness and satisfies the instructional objectives.  Is instructionally congruent, allows for complete analysis, and provides feedback.  Summative evaluation may measure knowledge transfer, learner outcomes, cost factors, and learner attitude.  Ongoing process designed for use at each phase of ADDIE.  Directs the project and allows for ongoing improvement and adjustment.  Developers collect data and information at each stage of development to improve the effectiveness of the product.

Evaluate Implement Develop Analyze Design The Analysis, Design, Develop, Implement and Evaluate (ADDIE) instructional design model is a basic model that holds true for any type of learning. The ADDIE model is simple and includes all the components found in all other instructional design models.

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