The BasicProcess: THE ADDIEModel

Analysis
In instructional design it is important to ask, "For what problem
is instruction the solution?" This question is often overlooked or
taken for granted. For example, in a particular college curriculum
in speech pathology, the students are required to take a course in
anatomy. This same course is required of premed students and
sportspsychology students.. Why? Because students in each of
these majors has to understand something about various
components of the human body. The questions that should be
asked are, 'What components of the human body do each of these
different career paths need to know?" and "How can an anatomy
course be constructed so that each of the students leaves the
course knowing and remembering what they will need to know to
engage in their chosen occupation?"
 During the analysis process, the designer should ask about
ends; for example, "Why is it important for the speech
pathologist to learn the muscles and other components
associated with speech?" The answer might be that the
therapist would have to describe the treatment in technical
detail in patient records, be able to read technical articles
dealing with speech mechanisms, and to communicate
accurately to other speech pathologists about problems.
It is important to note that not all performance
deficiencies or needs are instructional problems. Thus, the
purpose of analysis is to accurately describe the actual and
desired states of affairs, and to examine elements of the
context of the situation that might influence achieving that
desired state.
In instructional situations, the context includes such things as the availability
of resources, administrative requirements, and the incoming skills of the
learners. Analysis in support of instructional design can take place at a number
of different levels.
1. First determine the needs for which instruction is the solution.
Determining these needs involves answering questions like:
• What purpose does this course serve in the students' education? Is this a
general education course or a professional skills course? What does this mean
in terms of the types of learning activities and assessments?
• How important is this course to the student's success in a career field (or,
What are the occupational performance requirements that require the
knowledge and skill from this course?)?
• What are the social needs for this course? Is it important to address social
issues like multiculturalism, diversity, honesty, sexual harassment, moral
turpitude, and so on? Some of the most complex and important issues today
might be called affective or social issues, and course developers should
address them.
• How does this course add to the student's personal development?
Does this course make this student a better person? How?
• What other courses does this course build on? Is it expected that
the skills learned in other course will be needed in this course? What
will you have to do to explain these prerequisites to students?
• What other courses depend upon skills learned in this course?
What will the students use from your course in other courses? Are
your goals articulated with the next level course? Are the
connections clear to the students?
• How much time do you have to develop this course? Course
development takes time and energy. Are there existing materials
available that you can use?
• Where does student-directed learning fit in? What types of learning
activities can maximize authenticity by connecting your course to
realistic contexts of application?
2. After identifying the needs to be served by the course and
some of the situational factors, then conduct an instructional
analysis to determine the target cognitive, effective, and
motor skill goals for the course.
• What knowledge, skills, and attitudes (KSAs) should a
student leave this course with? It is important to define these
in terms of what the student will be able to do (as apart from
what content they should study).
• Are there any standards or expectations for this course (from
other sources) that must be met? Is the student expected to
pass a standardized test at the end of the course? Are there
professional standards that will be tested? What entry skills or
knowledge from this course will the next course require?
3. Next, determine what the entry skills and
motivational characteristics of the students are.
• What related skills do you expect the students
to come in with? The most predictive variable
about what students will learn in a class is their
success in mastering prerequisite and related
knowledge and skills in the given subject area.
• What motivates these students? Are they self-
starters, responsible learners, beginning
undergraduates? What are their needs?
4. Finally, a fourth area of concern is conditions and constraints.
Analyze the time available, how much can be reasonably
accomplished, and the context (resources and constraints)?
• What resources do you need for this course? Do your course
outcomes require special equipment or learning experiences? For
example, if your course is filmmaking the student will probably have to
shoot and edit film. Do you have·the resources you need? Will
students have to share resources? How will this affect what you can
expect them to learn? Are these distance-learning students? If so,
what support will they need? Film is expensive; could the same skills
be learned using the less expensive video camera? If so, what transfer
problems might occur, and how might they be prevented?
• What can you reasonably expect the student to learn in 16 weeks (or
however long the course is)? Learning takes time, and the average
student is splitting time among a number of other courses or
activities. What is the best use of that time with regard to your goals?
In summary, the analysis stage provides
important information to support decisions
during the subsequent design stage. If we were
designing a residence, we would have
considered the purpose of the residence, the
nature of the occupants and their needs, and
the budget, timeline, and resources we have to
work with. This is essentially the same thing we
are doing in instructional design.
Design
The design component of the instructional systems design
process results in a plan or blueprint for guiding the
development of instruction. The important thing to realize is that
instructional design expertise and subject-matter competence
are two different things. Depending upon the scope of the
problem, the design may be created by a single individual or a
design team. If the designers are working quickly and the
developers are a part of the design team all along, the
developers might begin developing prototypes of materials quite
early in the process.
The steps in the design stage of the ISD process are summarized
below:
1. Translate course goals into major course objectives. The
question to be answered is, What will students be expected to do
to at the completion of this course that they couldn't do when
they came in?
2. Determine the major units or topics of instruction, the major
outcomes for each unit, and how much time will be spent on
each unit. These unit objectives should all lead to accomplishing
the broader course objectives.
3. Flesh out the unit objectives by specifying the learning
outcomes for each unit. This may consist of a list of important
concepts, principles and rules, or it may involve defining types of
problems students will be expected to
4. Break the units down into lessons and learning activities.
The concept of lesson implies a starting point and an ending point for
instruction. A lesson plan is a set of specifications about what learning
activities will happen during the instructional period, including out-of-
class activities, what the instructor will do, and what the student will do.
5. Develop specifications for lessons and learning activities. Design of
the lessons and learning activities centers on the development of
external events that will be most effective in bringing about the desired
conditions of learning.
6. Design specifications for assessment of what students have learned.
This is called assessment planning. In conception, this component
follows logically from the contents of the instructional objectives. These
assessments are expected to be valid and reliable measures of what
students have learned as a result of instruction on specific objectives.
This kind of assessment, or testing, is sometimes called objectives-
referenced assessment.
Development
Development refers to the preparation of materials
to be used in the learning environment. It is a
challenging stage in instructional design, because it
can be approached from several directions,
depending on the relationships among the
instructional objectives, degree of detail in the
design documents that provide input to
development, the characteristics and
appropriateness of existing materials, and the
delivery system
There are four categories of development situations:
1. Working within an existing curriculum (augmenting existing
material)
This is a typical situation in schools where teachers work with the
curriculum, textbooks, and supplementary materials that have been
adopted and purchased by the school system. Typically,teachers will
build lesson plans within the context of the objectives and content
that are provided in curriculum materials.
2. "Repurposing" existing material (modifying some of the goals or
content and Jormoving to a new delivery system).
This situation exists frequently in the development of employee
education and can also occur in schools. One example would be
adapting an existing program to a specific setting, as in modifying or
supplementing generic seminars to meet the requirements of a
specific organization
3. Incorporating elements of existing material into a new
course.
In this case, a major amount of new development will be
required, but it may be possible to incorporate various
amounts of existing material to reduce development time and
costs.
4. Building a new course.
This is the primary situation for which most instructional
designers are trained. In most courses of study and
workshops, instructional designers will work through the
entire ISD process and will develop an original lesson or
module. This comprehensive level of instructional design can
occur in a school setting, but it occurs more often in employee
education settings
In the development stage of lSD, there are
several principles related to the contexts:
1. Well-established objectives
2. Innovative objectives
3. Team approach
4. Instructional design versus media production
5. Make or buy