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ADDIE process
{{Redirect|Addie|the township in the United States|Addie Township, Griggs County, North Dakota}}
{{more footnotes|date=August 2010}}


Perhaps the most common model used for creating instructional materials is the ADDIE Model. This acronym stands for the 5 phases contained in the model (Analyze, Design, Develop, Implement, and Evaluate).
The '''ADDIE model''' is a framework that lists generic process that [[instructional design]]ers and [[Training and development|training developers]] use. <ref>Morrison, Gary R. Designing Effective Instruction, 6th Edition. John Wiley & Sons, 2010. </ref>It represents a guideline for building effective training and performance support tools in five phases.
* Analysis
* Design
* Development
* Implementation
* Evaluation


Brief History of ADDIE’s Development – The ADDIE model was initially developed by Florida State University to explain “the processes involved in the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job and which can also be applied to any interservice curriculum development activity.”[48] The model originally contained several steps under its five original phases (Analyze, Design, Develop, Implement, and [Evaluation and] Control),[48] whose completion was expected before movement to the next phase could occur. Over the years, the steps were revised and eventually the model itself became more dynamic and interactive than its original hierarchical rendition, until its most popular version appeared in the mid-80s, as we understand it today.
It is an [[Instructional Systems Design]] (ISD) model. Most current ISD models are variations of the ADDIE process.<ref name="Piskurich, G.M. 2006">Piskurich, G.M. (2006). Rapid Instructional Design: Learning ID fast and right.</ref> other models include the [[Instructional design#Dick and Carey|Dick & Carey]] and [http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#kemp Kemp ISD models]. Rapid prototyping is a commonly accepted improvement to this model. This is the idea of reviewing continual or formative feedback while creating instructional materials. This model strives to save time and money by catching problems while they are still easy to fix.  


The five phases are listed and explained below:[5]
Instructional theories also play an important role in the design of instructional materials. Theories such as [[behaviorism]], [[Constructivism (learning theory)|constructivism]], [[Social learning theory|social learning]], and [[cognitivism (psychology)|cognitivism]] help shape and define the outcome of instructional materials.
ADDIE Model


Analyze – The first phase of content development begins with Analysis. Analysis refers to the gathering of information about one’s audience, the tasks to be completed, and the project’s overall goals. The instructional designer then classifies the information to make the content more applicable and successful.
==History==
Florida State University initially developed the ADDIE model to explain, “...the processes involved in the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job and which can also be applied to any interservice curriculum development activity.”<ref name="ADDIE">Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., Hannum, W. H. (1975). Interservice procedures for instructional systems development. (5 vols.) (TRADOC Pam 350-30 NAVEDTRA 106A). Ft. Monroe, VA: U.S. Army Training and Doctrine Command, August 1975. (NTIS No. ADA 019 486 through ADA 019 490).</ref>  The model originally contained several steps under its five original phases (analyze, design, develop, implement, and evaluate).<ref name="ADDIE" /> The idea was to complete each phase before moving to the next. Over the years, practitioners revised the steps, and eventually the model became more dynamic and interactive than the original hierarchical version. By the mid-1980s, the version familiar today appeared.[[File:ADDIE Model of Design.jpg|right|thumb|300px|ADDIE Model]]


Design – The second phase is the Design phase. In this phase, instructional designers begin to create their project. Information gathered from the analysis phase, in conjunction with the theories and models of instructional design, is meant to explain how the learning will be acquired. For example, the design phase begins with writing a learning objective. Tasks are then identified and broken down to be more manageable for the designer. The final step determines the kind of activities required for the audience in order to meet the goals identified in the Analyze phase.
==Phases of ADDIE==


Develop – The third phase, Development, relates to the creation of the activities being implemented. This stage is where the blueprints in the design phase are assembled.
===Analysis phase===
The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner's existing knowledge and skills. Questions the analysis phase addresses include:
* Who are the learners and what are their characteristics?
* What is the desired new behavior?
* What types of learning constraints exist?
* What are the delivery options?
* What are the [[Pedagogy|pedagogical]] considerations?
* What adult learning theory considerations apply?
* What is the timeline for project completion?


Implement – After the content is developed, it is then Implemented. This stage allows the instructional designer to test all materials to identify if they are functional and appropriate for the intended audience.
===Design phase===
The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. ''Systematic'' means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals. ''Specific'' means each element of the instructional design plan must be executed with attention to details.


Evaluate – The final phase, Evaluate, ensures the materials achieved the desired goals. The evaluation phase consists of two parts: formative and summative assessment. The ADDIE model is an iterative process of instructional design, meaning at each stage, the designer can assess the project's elements and revise them if necessary. This process incorporates formative assessment, while the summative assessments contain tests or evaluations created for the content being implemented. This final phase is vital for the instructional design team because it provides data used to alter and enhance the design.
In the design phase, developers:
* Document the instructional, visual, and technical design strategy
* Apply instructional strategies according to intended behavioral outcomes by domain (cognitive, affective, and psychomotor)
* Design the [[user interface]] and [[user experience]]
* Create a prototype
* Apply visual design ([[graphic design]])


Connecting all phases of the model are external and reciprocal revision opportunities. Aside from the internal Evaluation phase, revisions should and can be made throughout the entire process.
===Development phase===
In the development phase, instructional designers and developers create and assemble content assets blueprinted in the design phase. In this phase, the designers create storyboards and graphics. If e-learning is involved, programmers develop or integrate technologies. Testers [[debug]] materials and procedures. The project is reviewed and revised according to feedback.


Most of the current instructional design models are variations of the ADDIE process
===Implementation phase===
The implementation phase develops procedures for training facilitators and learners. Training facilitators cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation for learners includes training them on new tools (software or hardware) and student registration. Implementation includes evaluation of the design.
 
This is also the phase where the project manager ensures that books, hands-on equipment, tools, CD-ROMs, and software are in place, and that the learning application or website functions.
 
===Evaluation phase===
The evaluation phase consists of two parts: formative and summative. [[Formative assessment|Formative evaluation]] is present in each stage of the ADDIE process.
 
==See also==
*[[Educational technology]]
*[[instructional technology]]
*[[instructional design]]
 
==References==
{{Reflist}}
{{refbegin}}
*{{cite journal|last= Molenda|first= Michael|title= In Search of the Elusive ADDIE Model|year= 2003|month= May/June|journal= Performance improvement|volume= 42|issue= 5|pages= 34–37}} Amended version available at [http://www.indiana.edu/~molpage/In%20Search%20of%20Elusive%20ADDIE.pdf the author's web site] at Indiana University (Bloomington).
*{{cite web|last= Strickland|first= A.W|year= 2006|url= http://ed.isu.edu/addie/index.html |title= ADDIE|publisher= Idaho State University College of Education, Science, Math & Technology Education|accessdate= 2006-06-29| archiveurl= http://web.archive.org/web/20060709154016/http://ed.isu.edu/addie/index.html| archivedate= 9 July 2006 <!--DASHBot-->| deadurl= no}}
{{refend}}
 
{{DEFAULTSORT:Addie Model}}
[[Category:Pedagogy]]
[[Category:Educational technology]]

Version du 13 août 2013 à 21:46

Modèle:Redirect Modèle:More footnotes

The ADDIE model is a framework that lists generic process that instructional designers and training developers use. [1]It represents a guideline for building effective training and performance support tools in five phases.

  • Analysis
  • Design
  • Development
  • Implementation
  • Evaluation

It is an Instructional Systems Design (ISD) model. Most current ISD models are variations of the ADDIE process.[2] other models include the Dick & Carey and Kemp ISD models. Rapid prototyping is a commonly accepted improvement to this model. This is the idea of reviewing continual or formative feedback while creating instructional materials. This model strives to save time and money by catching problems while they are still easy to fix.

Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning, and cognitivism help shape and define the outcome of instructional materials.

History

Florida State University initially developed the ADDIE model to explain, “...the processes involved in the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job and which can also be applied to any interservice curriculum development activity.”[3] The model originally contained several steps under its five original phases (analyze, design, develop, implement, and evaluate).[3] The idea was to complete each phase before moving to the next. Over the years, practitioners revised the steps, and eventually the model became more dynamic and interactive than the original hierarchical version. By the mid-1980s, the version familiar today appeared.

ADDIE Model

Phases of ADDIE

Analysis phase

The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner's existing knowledge and skills. Questions the analysis phase addresses include:

  • Who are the learners and what are their characteristics?
  • What is the desired new behavior?
  • What types of learning constraints exist?
  • What are the delivery options?
  • What are the pedagogical considerations?
  • What adult learning theory considerations apply?
  • What is the timeline for project completion?

Design phase

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan must be executed with attention to details.

In the design phase, developers:

  • Document the instructional, visual, and technical design strategy
  • Apply instructional strategies according to intended behavioral outcomes by domain (cognitive, affective, and psychomotor)
  • Design the user interface and user experience
  • Create a prototype
  • Apply visual design (graphic design)

Development phase

In the development phase, instructional designers and developers create and assemble content assets blueprinted in the design phase. In this phase, the designers create storyboards and graphics. If e-learning is involved, programmers develop or integrate technologies. Testers debug materials and procedures. The project is reviewed and revised according to feedback.

Implementation phase

The implementation phase develops procedures for training facilitators and learners. Training facilitators cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation for learners includes training them on new tools (software or hardware) and student registration. Implementation includes evaluation of the design.

This is also the phase where the project manager ensures that books, hands-on equipment, tools, CD-ROMs, and software are in place, and that the learning application or website functions.

Evaluation phase

The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process.

See also

References

Modèle:Reflist Modèle:Refbegin

Modèle:Refend

  1. ↑ Morrison, Gary R. Designing Effective Instruction, 6th Edition. John Wiley & Sons, 2010.
  2. ↑ Piskurich, G.M. (2006). Rapid Instructional Design: Learning ID fast and right.
  3. ↑ 3,0 et 3,1 Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., Hannum, W. H. (1975). Interservice procedures for instructional systems development. (5 vols.) (TRADOC Pam 350-30 NAVEDTRA 106A). Ft. Monroe, VA: U.S. Army Training and Doctrine Command, August 1975. (NTIS No. ADA 019 486 through ADA 019 490).
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