1. Instructional System Design
ADDIE
Instructional System Design
EDTC Spring 2006
Jerry Ciesiolka
Kathy Silvas
Ann Alexander

2. -determine or define what is to be learned.
Analysis
Analysis D I E
-determine or define what
is to be learned.
Sample Tasks
Needs assessment
Problem identification
Task analysis
Sample Output
Learner profile
Description of Constraints
Needs, Problem Statement
Task analysis

3. A Design D I E -process or method of specifying how it is to
Analysis A
Design D I E
-process or method of
specifying how it is to
be learned.
Sample Tasks
Write objectives
Develop test items
Plan instruction
Identify resources
Sample Output
Measurable objectives
Instructional Strategy
Prototype specifications

4. authoring and producing materials.
Development A D
Development I E
Design
-process or method of
authoring and producing
materials.
Sample Tasks
Work with producers
Develop workbook, flowchart, program
Sample Output
Storyboard
Scripts
Exercises
Computer Assisted Instruction
Analysis

5. installing the project in the real world context.
Implementation
Development A D
Implementation E
-process or method of
installing the project in the
real world context.
Sample Tasks
Teacher training
Tryout
Sample Output
Student comments, data
Design
Analysis

6. determining the adequacy of the instruction.
Summative
Evaluation A D I
Evaluation
Implementation
Analysis
-process or method of
determining the adequacy
of the instruction.
Sample Tasks
Record time data
Interpret test results
Survey users
Revise activities
Sample Output
Recommendations
Project report
Revised prototype
Development
Design

7. A D I Evaluation Formative Evaluation ADDIE is an iterative model
Summative
Evaluation A D I
Evaluation
Implementation
Analysis
Formative
Evaluation
ADDIE is an iterative model
whereby the results of the
formative evaluation of each
phase can lead the designer
back to any previous phase.
Development
Design

8. Dick & Carey http://www.umich.edu/~ed626/Dick_Carey/dc.html
This is an overall view of the Dick and Carey Design Model as we have seen and used in class. This graphic comes from a presentation by Lee which was a link in from the Session 2 outline.

9. ADDIE vs Dick & Carey Analysis Design Develop Implement Evaluation
Implementation
Formative
Evaluation
Now, we see the two designs: ADDIE and Dick and Carey side-by-side. The most obvious difference between the two models is the number of steps. Put simply, ADDIE simplifies and combines many of the Dick and Carey steps into one.
For example…
Development
Design

10. Analysis: Determine or define what is to be learned.
ADDIE vs Dick & Carey
Analysis: Determine or define what is to be learned.
Sample Tasks:
Needs assessment
Problem identification
Task analysis
Learner analysis
Delivery options, budget, timeline, constraints
Identify instructional goals
Needs analysis
Conduct instructional analysis
Task analysis
Identify Entry Behaviors
Learner characteristics
Prerequisite skills
Simply put, the first phase in ADDIE combines the first three phases in the Dick & Carey model – all have to do with analyzing. However, the ADDIE model also specifies other factors in the phase that I have not seen specified by Dick & Carey: they include many items that would need to be determined in the first meetings with the client, such as: delivery options (are there any), budget, timeline, and any constraints of learners and resources.

11. Design: process or method of specifying how it is to be learned.
ADDIE vs Dick & Carey
Design: process or method of specifying how it is to be learned.
Sample Tasks
Write objectives
Develop test items
Plan instruction
Identify resources
Create storyboards
Collect materials
Design user interface
Write Performance Objectives
Translate needs and goals into objectives
Specify the conditions (tools), behaviors (actions), and criteria (indicator of success).
Develop Criterion-Referenced Tests
Develop test items
Based on the Performance Objectives
Develop Instructional Strategies
Plan instruction
Create storyboards
Collect materials
Revise instruction – may be necessary to go back to instructional analysis and revise.
Again, the tasks are extremely similar when comparing the two models. Dick & Carey simply break it down into several different steps, instead of lumping it all together. I think the additional steps of the D&C model help the new Instructional Designer to follow a logic sequence of the process.

12. Develop: process or method of authoring and producing materials.
ADDIE vs Dick & Carey
Develop: process or method of authoring and producing materials.
Sample Tasks
Work with producers
Develop workbook, flowchart
Computer program
Develop and Select Instructional Materials
Working from the designs in the previous phase, the designer will:
Work with producers
Develop a workbook
Develop computer program
Create an instructor’s guide and/or user’s guide
Here, we have more similar tasks, only this time they overlap somewhat with the previous design step. There comes a point in the designing of instruction that you actually begin to develop at least some of the materials you intend to use.

13. Establish implementation timeline Procedures for training facilitators
ADDIE vs Dick & Carey
Implement: process or method of installing the project in the real world context.
Sample Tasks
Establish implementation timeline
Procedures for training facilitators
Preparation of learners
Placing all tools (manuals, technology, etc.)
Implementation is built into Formative Evaluation
This is one step in ADDIE that is not specified in the Dick & Carey model – it appears to be an implied part of the formative evaluation. You certainly must have implemented the instruction in order to conduct an evaluation.

14. ADDIE vs Dick & Carey
Evaluate: process or method of determining the adequacy of instruction.
Sample Tasks
Record time data
Interpret test results
Survey users
Revise activities
Includes Formative and Summative evaluations
It is important to note that Formative Evaluation can and often should be conducted as part of EACH of the stages
Develop and Conduct Formative Evaluation
One-on-one interview
Small Group
Field trial (before final implementation)
Develop and Conduct Summative Evaluation
To investigate the effectiveness of the whole system
Conducted after the final version has been implemented
Can be used for revision of current and/or future instruction systems
Again, the ADDIE model combines the two types of evaluations into one step, although both Formative and Summative Evaluations are used in the process. I think the most significant difference is that a Formative evaluation is meant to be an integral part of each of the stages of development.

15. ADDIE – Commercial Use Challenges you to survive the
dangers of the long journey with
buffalo stampedes, raging rivers
and many more challenges along the
way. 
You must organize your party,
choosing people and supplies needed
to complete the rugged
journey.  Also, budget food and
supplies, consult guidebooks and
study the landscape to find the best
route. 

16. Analysis D I E Audience Learning Goals & Objectives
Delivery & Constraints
Measure Competency
Timeline
Who is the audience?
Forth to seventh grade students
What do they need to learn?
The goals and objectives and timeline established for the production team of the Oregon Trail Project were: Goal:
To produce a multimedia “Idaho Emigrant Trails” CD-ROM for grades 4-7
Objectives:
To design the CD-ROM components so that they are easy to use
To reduce the amount of unnecessary sounds, animations, and graphics in current projects, and to add new ones that are appropriate to the content
To design the project so that it is consistent throughout
To design the CD-ROM so that it is compatible with both PC and Mac platforms
To produce a project that is interesting and artistic for grades 4-7
What are the delivery options?
CD based product
Will run off the CD (downloading to hard drive not required)
Software
Director – self contained “projector” file format
Quicktime or AVI compatible software
What constraints exist?
Computer resources – minimum specifications to run projector files might be higher than specifications of the “average” computer in the schools.
Learner age
What will the students do to determine competency?
Are there any assignments? Its just info isn’t it?
Accuracy in completing assignments, worksheets, quizzes, etc.
What is the timeline for project completion?
Including management, assigning tasks, flowcharting, storyboarding, design, etc. The timeline established for the production team of the Oregon Trail Project was:
Timetable:
Linking/Locating Resources (2 Week)
Flowchart/Storyboard (2-4 Weeks)
Coding (6 Weeks)
Technical Support/Test (2 Weeks)
Create a concept map based on preliminary research.
Products of a series of brainstorming sessions, and are the starting points for the flow charts providing clear directions for the production of the product.
The concept map developed for the Timeline portion of the Oregon Trail Project organized the timeframe of the trail between Decades were identified and subtopics for each were listed.
Oregon Trail Project Timeline Concept Map
What are the classroom/Web learning differences?
Ensuring all students do their own work, teaching of the Web concepts, computer literacy, etc.
What are the online pedagogical considerations?
Verbal, visual, tactile, auditory, etc.
Concept Map
Environment
Pedagogy

17. Flowcharts organize and sequence the user interactions
Design A
Design D I E
Analysis
Flowcharts organize and sequence the user interactions
The design phase of the ADDIE instructional design model suggests five steps: (1) continue with subject matter analysis, (2) apply instructional strategies according to the content type, (3) create storyboards, (4) design the user interface, and (5) collect needed materials.

18. A D Development I E Storyboards Script Prototypes Development Design
Storyboards: Storyboards are created by the development team to assist in defining the content in relation to screen layout. Storyboards aid with the flow and format of the project.
Script: Scripting is the programming found in multimedia authoring tools. It handles specialized functions such as transitions, navigation, timing, sound, and other actions.
Prototype: Prototyping is a simplified version created to demonstrate features and functions of the program. Prototyping is used to test the program's effectiveness. Prototypes are created to implement a pilot program.
Prototypes
Analysis

19. Implementation Plan A D Implementation E Beta Testing
Target Audience Trial
Teacher Training
Development
-process or method of
installing the project in the
real world context.
Product format: Text with CD.
Teacher facilitators: Middle school social science teachers.
Target learners: middle school students in Idaho.
Scheduling to train learning facilitators. (Four Hour, Hands-On Training)
Provide a workshop to the middle school social science teachers in Idaho. Contents of the workshop include:
The basic knowledge about HyperStudio.
The features of the Oregon Trail text and CD. For example, user friendly.
How to find and use supporting materials.
Demonstrate the use of the Oregon Trail text and CD.
Show them how to actual use of the product.
Provide Oregon Trail manual and CD.
Provide information about on-line support.
Provide computer-assisted instruction (tutorial) for using the Oregon Trail CD.
List the minimum equipment requirements for running the Oregon Trail CD.
Entry level skills of students for successful completion of the Oregon Trail curriculum, such as learner's reading and computer skills.
Provide teacher's guide
All the content taught in the workshop should be included in the teacher's guide. In addition, a troubleshooting guide will be included in the teacher's guide to help teachers solve troubles they may encounter.
Design
Analysis

20. A D I Evaluation Formative Evaluation ADDIE is an iterative model
Summative
Evaluation A D I
Evaluation
Implementation
Analysis
Formative
Evaluation
The Evaluation Phase of the ADDIE Model calls for a plan which addresses both formative and summative evaluation. Information will be gathered to ascertain learning effectiveness, learner motivation, content and technical quality, and implementability. Remember that . . .
Formative Evaluation is an ongoing process designed for use at each phase of the ADDIE Model. Formative evaluation 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. Summative Evaluation evaluates the product in its final form and is conducted to determine whether or not the learning objectives have been met.
Product
Product format: Text with CD.
Target Learners: Middle School Teachers in Idaho
Process: Four Hour hands-on Training for middle school social science teacher in Idaho.
Learner Objective: Given the Oregon Trail CD, Teacher’s Guide and four hours of Training, the learner will be able to navigate the Oregon Trail CD and demonstrate it to middle school students.
A pre-test and a post-test will be given to be used in both formative and summative evaluation. A student attitude questionnaire will also be given.
Formative Evaluation Plan
There are three stages of formative evaluation, however, prior to the implementation of these stages, the Oregon Trail CD and Teacher’s Guide will be reviewed by both a Subject-Matter and Learner Specialist to ensure accuracy in both areas.
Stage 1: One-to-One Evaluation The evaluator will work individually with three teachers, two with average ability and one with below average ability. The evaluator will gather information to see how the learner reacts to the instruction and interacts with computer technology. The following elements will be evaluated by gathering descriptive data in the following areas:
Clarity: Is the information presented on the Oregon Trail CD and Teacher’s Guide clear to the target audience?
Message: How clear is the message?
Links: How clear are the examples, illustrations, and demonstrations?
Procedures: How clear is the sequencing, segmentations, and transitions?
Impact: How does the instruction on the Oregon Trail CD and Teacher’s Guide impact the learner?
Is the information personally relevant?
Can the information, quizes and problems be accomplished?
Is the instruction interesting?
Feasibility: How is the instruction in the Oregon Trail CD and Teacher’s Guide managed?
How will the independence and motivation of the learner impact the amount of time needed to complete the instruction?
Is the equipment necessary for the instruction easily operated?
Is the learner comfortable with the computing environment?
Is the cost of delivering instruction via the CD reasonable?
Stage 2: Small Group Evaluation Stage 2 evaluation expands on Stage 1. Small group evaluation determines if changes made in the first stage were effective and whether or not the instruction is effective without the aid of a monitor. Fifteen teachers, representative of the target population, will be selected. In contrast to One-on-One evaluation, the evaluator will present the Oregon Trail CD and Teacher’s Guide; explain that the materials are in the developmental stage, allow the learners to forge through the instruction as if in its final form, and request feedback. Quantitative data will be added to the descriptive data collected in Stage 1. A student attitude survey will be given. The attitude survey will take into account, ease and familiarity of equipment, instructor competency and helpfulness, interaction with instructional module as well as teacher and other learners, and the learning environment.
Stage 3: Field Trial The final stage of formative evaluation encourages the close simulation of the actual learning environment and instructional materials. At this juncture, the Oregon Trail CD and Teacher’s Guide have been revised and recommendations from the previous two stages have been incorporated.
Summative Evaluation
Use of well-designed pre and post tests to determine knowledge gain is recommended. The evaluation tool must:
Accurately reflect the instructional goals to ensure content validity.
Be based on multiple observers to ensure reliability.
Be consistent among different classrooms, teachers, and rotations
Suggested Means for Evaluation
Test for criterion-related referenced items
Provide means for anonymous feedback as well as face-to-face
The evaluator will discuss, one-on-one, with the learner particular responses and reactions of the questionnaire and pre-test, post test as well as the above mentioned questions to search for mistakes and reasons for mistakes.
The various evaluation instruments will be evaluated for clarity, reliability, and accuracy.
Amount of time needed to complete the instruction will be calculated
A Computer/learner interaction check list for consistency, matching of instructional goals, and coding errors will be used.
ADDIE is an iterative model
whereby the results of the
formative evaluation of each
phase can lead the designer
back to any previous phase.
Development
Design

21. ADDIE Resources http://ed.isu.edu/addie/index.html