The ADDIE model is a five-step instructional design framework focused on the learner instead of the educator. Its goals are framed around learning capabilities and the learner’s ability to take in information that is delivered through this framework. These five steps build upon each other and they include analysis, design, development, implementation and finally, evaluation. Each of these phases can be revisited and improved on however, it is vital that they all commence with some form of rigorous analysis (McGriff, 2000). However, evaluation can be broken down into two categories – continuous and summative. Continuous evaluation happens at each of the previous stages while summative evaluation happens when a final artifact has been completed.
This continuous evaluative process plays to the strength of this model because it leads to formative revisions of designs and leads to re-developments before the final product is applied to a learning environment. The evolution of this model stems from system design processes dating back to World War Two and was used to plan the invasion of Normandy, and it is now used to plan and build distance education courses for post-secondary institutions (Bates, 2015). The model is useful who a designer who requires a systematic approach to developing a course program as it draws from designs principles and permits the revision and re-analysis of each phase if the learners’ requirements change. This particular aspect makes it applicable for a wide range of courses as each stage can be tailored for its intended audience.
Although the stages of this framework is well-defined, Bates (2015) has criticized it for its lack of guidance with regards to how the instructional designer should commence each stage if there are issues with decision-making, especially when it relates to assessment criteria. This therefore leads to a development of overly complicated design proposals that may take longer to pass the approval process and increase its needs for additional resources (p 130 and 131). Although this source cites the lack of guidance and holistic instruction during the Design phase as a limitation. However, after consulting Branch’s (2009) book makes an in-depth breakdown of what each stage requires, he even lists potential first steps for someone who is just entering the Analyze phase and provides examples that may apply to different situations when something does not go according to plan (p. 24). He even issues a warning to stop the ADDIE process if there is a performance gap, giving examples of ways to detect or measure performance.
The Design phase requires what he calls a Line of Sight, in which the goal to meet a performance gap that’s determined in the previous phase, will be addressed. This Line of Sight requires a constant connection between the needs, objectives, strategies and assessments of the project (Branch, 2009, p.60). He then proceeds to lay out a method of how design tasks can be kept track of, so it does not become too complicated and the original goals of the project are reaffirmed. Once clear objectives are established, the develop phase will depend on the type of media that’s used to implement the product. I also noted that he mentions Bloom’s Taxonomy of Learning, another strategy I will address in the next report.
The Implementation piece of this model places an emphasis on the training the instructors who will carry out the program. But this has to be done in coherence with student preparation where the student will ideally, be able to map out their learning plans while having a clear understanding of the method of instruction they will receive. In addition, student performance considerations should include non-academic factors like their living situations, time and money spent on travelling to a location or any other personal aspects that may support or be a detriment to the students learning experience (p. 146).
Even though Bates (2015) did not think the ADDIE model is applicable to our current technological capabilities, there have been studies to show how it has been considered and used in the execution of some programs. For example, Wang and Hsu (2009) used this model to create a virtual learning environment within a three-dimensional game called Second Life, and they used this model to help instructors make use of this immersive environment to enhance their students skills and knowledge (p. 79). Results showed that using this method helped the students acclimate to the virtual environment and then proceed to participate in the activities. A second study was done in Indonesia and it stresses the use of this model because of its systematic process and how it would benefit the goal of using multimedia communication to enhance the students’ connections with the material. Their final product was an interactive CD that uses simulations, animations, audio, video and images to construct the learning experience and their results showed that this method of presenting knowledge held the interest of their students (Baharuddin, 2018, p. 5). That saying, this framework has promise in the development or improvement future assistive technology. There are some clear advantages to this model and hence it will be considered in my further studies.
References:
Baharuddin, B. (2018). ADDIE Model Application Promoting Interactive Multimedia. IOP Conference Series: Materials Science and Engineering, 306, 1-5.
doi:10.1088/1757-899x/306/1/012020
Bates, A. T. (2015). Chapter 4.3 The ADDIE model. In Teaching in a Digital Age (pp. 128-131). Vancouver, BC: Tony Bates Associates. doi:https://opentextbc.ca
/teachinginadigitalage/
Branch, R. M. (2009). Instructional design: The ADDIE Approach. New York, NY: Springer. doi:10.1007/978-0-387-09506-6
McGriff, S. J. (2000, October). Instructional System Design (ISD): Using the ADDIE Model. Retrieved June 22, 2020, from https://www.lib.purdue.edu/sites/default/files
/directory/butler38/ADDIE.pdf
Wang, S., & Hsu, H. (2009). Using the ADDIE Model to Design Second Life Activities for Online Learners. TechTrends, 53(6), 76-81. doi:10.1007/s11528-009-0347-x
This continuous evaluative process plays to the strength of this model because it leads to formative revisions of designs and leads to re-developments before the final product is applied to a learning environment. The evolution of this model stems from system design processes dating back to World War Two and was used to plan the invasion of Normandy, and it is now used to plan and build distance education courses for post-secondary institutions (Bates, 2015). The model is useful who a designer who requires a systematic approach to developing a course program as it draws from designs principles and permits the revision and re-analysis of each phase if the learners’ requirements change. This particular aspect makes it applicable for a wide range of courses as each stage can be tailored for its intended audience.
Although the stages of this framework is well-defined, Bates (2015) has criticized it for its lack of guidance with regards to how the instructional designer should commence each stage if there are issues with decision-making, especially when it relates to assessment criteria. This therefore leads to a development of overly complicated design proposals that may take longer to pass the approval process and increase its needs for additional resources (p 130 and 131). Although this source cites the lack of guidance and holistic instruction during the Design phase as a limitation. However, after consulting Branch’s (2009) book makes an in-depth breakdown of what each stage requires, he even lists potential first steps for someone who is just entering the Analyze phase and provides examples that may apply to different situations when something does not go according to plan (p. 24). He even issues a warning to stop the ADDIE process if there is a performance gap, giving examples of ways to detect or measure performance.
The Design phase requires what he calls a Line of Sight, in which the goal to meet a performance gap that’s determined in the previous phase, will be addressed. This Line of Sight requires a constant connection between the needs, objectives, strategies and assessments of the project (Branch, 2009, p.60). He then proceeds to lay out a method of how design tasks can be kept track of, so it does not become too complicated and the original goals of the project are reaffirmed. Once clear objectives are established, the develop phase will depend on the type of media that’s used to implement the product. I also noted that he mentions Bloom’s Taxonomy of Learning, another strategy I will address in the next report.
The Implementation piece of this model places an emphasis on the training the instructors who will carry out the program. But this has to be done in coherence with student preparation where the student will ideally, be able to map out their learning plans while having a clear understanding of the method of instruction they will receive. In addition, student performance considerations should include non-academic factors like their living situations, time and money spent on travelling to a location or any other personal aspects that may support or be a detriment to the students learning experience (p. 146).
Even though Bates (2015) did not think the ADDIE model is applicable to our current technological capabilities, there have been studies to show how it has been considered and used in the execution of some programs. For example, Wang and Hsu (2009) used this model to create a virtual learning environment within a three-dimensional game called Second Life, and they used this model to help instructors make use of this immersive environment to enhance their students skills and knowledge (p. 79). Results showed that using this method helped the students acclimate to the virtual environment and then proceed to participate in the activities. A second study was done in Indonesia and it stresses the use of this model because of its systematic process and how it would benefit the goal of using multimedia communication to enhance the students’ connections with the material. Their final product was an interactive CD that uses simulations, animations, audio, video and images to construct the learning experience and their results showed that this method of presenting knowledge held the interest of their students (Baharuddin, 2018, p. 5). That saying, this framework has promise in the development or improvement future assistive technology. There are some clear advantages to this model and hence it will be considered in my further studies.
References:
Baharuddin, B. (2018). ADDIE Model Application Promoting Interactive Multimedia. IOP Conference Series: Materials Science and Engineering, 306, 1-5.
doi:10.1088/1757-899x/306/1/012020
Bates, A. T. (2015). Chapter 4.3 The ADDIE model. In Teaching in a Digital Age (pp. 128-131). Vancouver, BC: Tony Bates Associates. doi:https://opentextbc.ca
/teachinginadigitalage/
Branch, R. M. (2009). Instructional design: The ADDIE Approach. New York, NY: Springer. doi:10.1007/978-0-387-09506-6
McGriff, S. J. (2000, October). Instructional System Design (ISD): Using the ADDIE Model. Retrieved June 22, 2020, from https://www.lib.purdue.edu/sites/default/files
/directory/butler38/ADDIE.pdf
Wang, S., & Hsu, H. (2009). Using the ADDIE Model to Design Second Life Activities for Online Learners. TechTrends, 53(6), 76-81. doi:10.1007/s11528-009-0347-x
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