Dick and Carey’s Systems Approach Model for Designing Instruction

Kemp, Morrison, and Ross’s Instructional Design Plan

Hannafin & Peck Model

ADDIE: A Special Case

Designed to emphasize the importance of examining and refining instruction and provides guidelines for making improvements.

Designed not as a sequence but nine elements that may be addressed at any time during the instructional development.

Note: All of the phases are connected to “evaluate and revise.”

Evaluation

Analysis

Design

Development

Implementation

ADDIE Model of Instructional Design

Analysis Design Develop Implement Evaluate

Instructional Designer identifies gaps between the learner’s current knowledge, skills,and behaviors and the intended outcomes.

Who are the learners?

Specify learning objectives, organize and sequence content, choose implementation method (e.g., online or classroom), choose assessment options

The actual contentcomponents are developed and specifically designed to meet the learning objectives and encourage active learning.

Storyboards, detailed user interface design, multimedia element design continue in this stage.

A detailed plan of action is applied to create a complete learning environment.

Content is put into action with real students within the learning environment.

The developed content is evaluated for effectiveness in meeting the learning objectives and meeting the learner’s needs.

Evaluation is done to determine both learner success and effectiveness of the actual designed content and process of instruction.

In order to design instruction, the designer must have a clear idea of what the learner should learn as a result of instruction.

The “best” instruction is that which is effective, efficient, and appealing.

Evaluation should include the evaluation of the instruction as well as the evaluation of the learner’s performance.

There should be conguence or “alignment” among objectives, learning activities, and assessment.