Welcome!

Welcome to my blog! I will be writing a series of posts about the ADDIE model and Instructional Systems Design. The information posted will be presented in a four part series. This posting will address the ADDIE model and Instructional Systems Design (ISD) and how this new found knowledge will affect my teaching.

Instructional Systems Design (ISD) is the systematic process of designing effective curriculum to meet the needs of the learner with assessment and evaluation. There are many models of ISD including classroom-oriented, product-oriented, and systems-oriented. ADDIE is a systems-oriented instructional systems design model.

The ADDIE model is an instructional design system that is made up of five elements: analysis, design, development, implementation, and evaluation. A formative evaluation is used in each of the five phases and a summative evaluation at the end of the process. The analysis phase includes gathering data about:

• the testing population,
• current deficiencies,
• availability of resources,
• budgets,
• and timeframe

In the design phase performance objectives and terminal outcomes are defined so that instructional material and delivery methods can be decided to support learning. A rationale is written that explains the sequence of the instructional content and activities including learner outcomes. Resources and participant qualifications are stated.

The ADDIE model follows Gagne's nine events of instruction for creating the instructional material in the development phase.This material is based on the instructional strategies and theories defined in the design phase. The nine steps include:

• gaining the attention of the learner
• stating objectives
• recalling prerequisite information
• creating and delivering presentation content
• providing feedback on whether lesson objectives have been met by both the instructor and the learner
• evaluating whether the learner has retained the material
• evaluating whether the learner can transfer that information to the next level of learning

In addition the ADDIE model uses pilot testing of the instructional material to evaluate developmental elements and see that objectives are met. Content can be changed for any discrepencies in expectations.

The design meets the learner in the implementation phase. Though not explicitly stated, it is implied. After completion of the programming, evaluations of performance objectives and terminal outcomes are made. Level 1 evaluations and Level 2 evaluations from the Kirkpatrick Levels of Evaluations are used to assess effectiveness of the instruction.

Hodell, C. (2011). Isd from the ground up. (3rd ed.). Chelsea, MI: Sheridan Books, Inc.