The ADDIE process is a process used to create instructional design documents, courses, and training programs:
Analysis
Design
Development
Implementation
Evaluate
The Analysis phase is the beginning phase where the instructional designer will identify the problem and investigate the topic at hand. This includes examining the organization, environment, and learners who are involved. The analysis phase is not just about figuring out what needs to be taught but is also about understanding who the learners are, how the organization operates, and what kind of environment the learners will be in. This is important because the instructional designer needs to determine what resources and demands the learner is provided and faced with to determine exactly what instruction is needed as opposed to what is an issue of job support, layout, and materials. The instructional designer’s goal should be to create a training material that will help the learner to achieve the goal that the organization needs them to learn. However, gaps in what the learner can do versus what the learner needs to be able to do are not always solved by instruction. Sometimes the demands of the job are not realistic, or the learner needs more resources and support. So, the instructional designer will need to determine what factors are a part of the overall situation to have a better idea of what kind of instruction needs to be created.
The Design phase of process is the next phase where the instructional designer has already determined the problem, the needs and characteristics of the learners, and the details about the environment and organization the learners are in. Now that the instructional designer understands the situation, they can begin to design the instruction. This means that they will define the learning goals, which are the overall goals of the learner (what the organization needs the employee to know how to do well) and then they will identify the specific learning objectives. Dr. James Kopco of North Dakota State University explains the purpose of learning objectives well in his blog when he writes, “The main purpose of the learning objectives is to ensure whether or not students are meeting the learning goal; they must be established with the learning goal in mind, and one or more learning objectives should be established to measure every learning goal” (2017). Identifying specific learning objectives will not only allow the designer to tailor the instruction better to the learner’s needs but will also help the instructional designer later in the evaluation phase. During the Design phase, the instructional designer will create a blueprint of the instruction or course which will include the overall contents and sequence of instruction.
The next phase is the Development phase where the actual learning materials will be created. These learning materials will then be inserted into the instructional blueprint or course design. Basically, the Design phase is designing the general layout of the course while the Development phase is creating the specific and detailed materials which will be the components of the instruction. Of course, a more concrete and specific sequence and structure will also be created and expanded on during the development phase. However, the previous brainstorming and conceptual creations during the Design phase will act as a guide to fully developing the course. Malan, Mash, and Everett-Murphy offer an example of creating a course for primary care providers in South Africa using the ADDIE process. In their article, they offer a detailed explanation of the ADDIE process by explaining their specific actions during each phase. They highlight the interconnectedness of the Design and Development stages when they recall, “The educational team then developed the structure and content of the training program, learning activities, and strategies, as well as the educational resources required. Care was taken to ensure that all of these elements were aligned with the design of the learning outcomes and conceptual model” (Malan, Mash, and Everett-Murphy 2015).
Finally, the Implementation phase occurs when the learners have access to the completed instruction. This could occur when the instructional designer, trainer, or teacher use the instruction created with learners in person or online. Or it could simply be a situation in which the learner engages in self-directed learning with the help of the instruction to guide them.
The Evaluation phase is my personal favorite of the ADDIE process because in many organizations, this phase is often overlooked. However, it is an extremely important part of the process because it helps us to understand what changes need to be made and what aspects are on the right track. The evaluation phase is when the effectiveness of the instruction is evaluated. This is done by evaluating learners’ performance, but it is also done by asking learners about their opinions and experiences after completing the training program. This can be done by talking to learners and by creating surveys for learners to answer. Gathering feedback and understanding what the learner liked and disliked, their thoughts, concerns, and experiences will hep the instructional designer in the future to create instruction that will have a more beneficial outcome.
References
Kopco, J. (2017, September 19). Goals vs. objectives: What’s the difference?. NDSU Office of Teaching and Learning. https://www.dce.ndsu.nodak.edu/otlweb/blog/goals-vs-objectives-whats-the-difference/
Malan, Z., Mash, B., & Everett-Murphy, K. (2015). Development of a training programme for primary care providers to counsel patients with risky lifestyle behaviors in South Africa. African Journal of Primary Health Care & Family Medicine, 7.(1), 819. 10.4102/phcfm.v7i1.819
Slide Salad. (2019). The Five Phase of ADDIE Model [Photograph]. Slide Salad. https://i.pinimg.com/originals/30/40/f8/3040f833b079c574b088c38efe015362.png
