Tolson Addie Paper

8/17/2019 Tolson Addie Paper

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Running Head: Tolson ADDIE Paper 1

ADDIE Paper Sarah Tolson

University of South CarolinaEDET !" #anage$ent of Te%hnology Resour%es

&n $y honor as a University of South Carolina student' I have %o$pleted $y(or) a%%ording to the prin%iple of A%ade$i% Integrity* I have neither given nor re%eivedany unauthori+ed aid on this assign$ent

Sarah Tolson ,-.1-./10


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Tolson ADDIE Paper .

ADDIE ra$e(or)

ADDIE is a generally a%%epted fra$e(or) for Instru%tional Syste$ Design* The%on%ept (as originally developed in the 120/s' 3ut first appeared as 4ADDIE5 3y theCenter for Edu%ational Te%hnology at lorida State University in 120 for the United

States Ar$y 67ranson' Rayner' Co8' ur$an' 9ing' Hannu$' 120;* ADDIE is ana%rony$ that represents Analy+e' Design' Develop' I$ple$ent' and Evaluate* #anyinstru%tional design $odels in%lude these %o$ponents in so$e $anner*

Di%) and Careyrepresent the Design phase* Ele$ent seven represents theDevelop phase as instru%tion is developed* The last t(o ele$ents' developingevaluation instru$ents and sele%ting resour%es %an 3e identified as a %o$3ination ofthe ADDIE phases' 3ut en%ourage the instru%tional designer to i$ple$ent and evaluate

3efore $a)ing %hanges to the instru%tional progra$* 9e$p e$phasi+es that planning'revising' evaluation' support' and pro=e%t $anage$ent should %ontinue throughout theentire instru%tional design pro%ess 67ro(n ?reen' ./11' p* 2;*

As referen%ed earlier' 4ADDIE is not really a spe%ifi% instru%tionaldesign-develop$ent $odel 3ut an illustration of the %on%eptual %o$ponents of $anyinstru%tional design-develop$ent $odels5 67ro(n ?reen' ./11' p* ;* Instead of3eing a step3ystep $odel' ADDIE is designed as a fra$e(or) to guide the developerto %reating effe%tive instru%tional %ontent for spe%ifi% learners* 7ro(n and ?reen e8plain4although $any ID pra%titioners use ADDIE as a pres%riptive $odel for developinginstru%tion' it is a%tually a $eans of des%ri3ing the essential %o$ponents of anyinstru%tional design $odel5 6./11' p*1/;* As illustrated through the Di%) and Carey and9e$p' #orrison' and Ross< $odels' the ADDIE fra$e(or) is i$ple$ented throughoutthe entire $odel as the 3asi% ne%essities of effe%tive design 67ro(n and ?reen' ./11;*

&ne dra(3a%) of ADDIE is that it 43uilds ea%h su3se@uent step fro$ previoussteps' Band s)ipping one step %an %reate ripple effe%ts throughout the entire pro%ess56Har$on' ./1;* Additionally' a signifi%ant a$ount of ti$e is invested in the phases of

ADDIE' (hi%h $eans pro=e%ts (ill %onsu$e $ore ti$e' have later deadlines' and $ore%ostly design* &n the other hand' the %o$pleted design (ill 3e $ore of a %o$plete'su%%essful produ%t* The invest$ent of ti$e and $oney %an 3e a dra(3a%) for so$e

http://intulogy.com/how-well-are-you-using-addie/http://intulogy.com/how-well-are-you-using-addie/


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Tolson ADDIE Paper

3usinesses and people' 3ut the positive aspe%ts $ay greatly out(eigh these negative%hara%teristi%s*

S)ipping phases' or portions of phases' to save $oney or ti$e $ay havepotential ris)s* or e8a$ple' not %ondu%ting an appropriate learner analysis $ay resultin instru%tion 3eing too easy or too hard for learners>$a)ing the training 3oring or

frustrating* Additionally' not %ondu%ting an instru%tional analysis $ay result in $issedinfor$ation or o$itted steps that $ay 3e i$perative to instru%tion* Si$ilarly' not%reating or designing appropriate learning o3=e%tives that are spe%ifi% to an environ$entand its learners $ay result in $ista)es that are $ore ti$e %onsu$ing in the long run6Har$on' ./1;*

Conversely' the si$pli%ity of the ADDIE fra$e(or) allo(s it to 3e used a%ross allaspe%ts of design* It is universally )no(n and re%ogni+ed 3y instru%tional designers andallo(s for so$e si$ilarity throughout all instru%tional syste$ design $odels* 4&ne of the$ost %o$$only used des%riptions of instru%tional design-develop$ent is ADDIE567ro(n ?reen' ./11' p*1/;* ADDIE %an also 3e des%ri3ed as a 4plug and play5fra$e(or)>allo(ing the instru%tional designer to 4plug in5 aspe%ts or features to design

%urri%ulu$' su%h as a%tion $apping' prototyping' or !C-ID 6four %o$ponentsinstru%tional design; to develop $ore intense training progra$s 6Clar)' ./1;* Thisallo(s instru%tional designers to %usto$i+e ADDIE to fit any needs that $ay arise*

At the sa$e ti$e' $any people interpret ADDIE differently>des%ri3ing ea%hphase in a various (ay or %reating a different visual representation* There are $anygreat visual representations' or visual aids' of the ADDIE fra$e(or) out there' 3ut theyla%) %onsisten%y* hile so$e versions of ADDIE referen%e Evaluation only at the endof the fra$e(or)' others referen%e Evaluation throughout the (hole pro%ess* Even yet'other $odels referen%e I$ple$entation and Evaluation throughout the entire pro%ess*

Although this $ay 3e a positive for so$e instru%tional designers to design as they (ouldli)e' it %an have a negative i$pa%t as instru%tional designers %olla3orate on pro=e%ts

together* It $ay 3e diffi%ult for instru%tional designers to see eyetoeye (hena%%usto$ed to different fra$e(or)s or visual aids*Duane Shoe$a)er defines the ADDIE pro%ess phase 3y phase* He e$phasi+es

that the Analy+e phase is to deter$ine as $u%h as you %an a3out the purpose fordesign' target audien%e' their =o3 s)ills' individual e8perien%e' and te%hnology that is%urrently availa3le and a%%essi3le* This version of ADDIE en%ourages instru%tionaldesigners to plan 4an evaluation road $ap (ill help you stay on target as you designand develop your %ourse or progra$ * * * and (ill help you fo%us on the appropriatetopi%s to in%lude in the $aterials5 6./1;* The ADDIE fra$e(or)' as presented 3yFustin erri$an' is in agree$ent a3out the i$portan%e of evaluation throughout theentire pro%ess* Ho(ever' he defines the Analy+e phase as 4assessing 3usiness goals'%ondu%ting a needs analysis' identifying the )no(ledge gap' %ondu%ting an audien%eanalysis' and developing learning o3=e%tives5 6./1;* 7y i$ple$enting evaluationthroughout the entire pro%ess' pro3le$s %an 3e %aught @ui%)ly and fi8ed in a ti$ely$anner*

Raleighay 6n*d*; des%ri3es the Design phase as na$ing the learning units ofinstru%tion' identifying %ontent and strategies for an individual unit of instru%tion' (ritinginstru%tions for the learning unit' and na$ing the $enu ite$s for a learning $odule*5Conversely' Don Clar) referen%es 3a%)(ard design to %reating learning o3=e%tives'


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Tolson ADDIE Paper !

perfor$an%e tests' learning steps' entry 3ehaviors' se@uen%ing and stru%turing learningo3=e%tives in an effe%tive $anner 6./1;*

In the %ase of different ADDIE fra$e(or)s' Raleighay referen%es %reatingo3=e%tives in the Analy+e phase' (hereas Don Clar) referen%es the$ in the Designphase fre@uently* Don Clar) also goes as far as to 3rea) o3=e%tives into three

re@uire$ents: 4the instru%tors need to )no( (hat needs to 3e taught' the learners needto )no( (hat they are supposed to learn' Band the $anagers )no( B(here they areinvesting their training dollars5 6./1;* He e$phasi+es the i$portan%e of learningo3=e%tives as they 4for$ the 3asis for (hat is to 3e learned' ho( (ell it is to 3eperfor$ed' and under (hat %onditions it is to 3e perfor$ed5 6./1;* He also referen%esreturning to the o3=e%tives fre@uently throughout the entire pro%ess*

The Develop phase %onsists of developing the instru%tion' $aterials' andassess$ent* Don Clar) goes as deep as to e8tend to %reating $i8ed $ediaassess$ents' utili+ing $ultiple $edia together to assess learning and develop$ent' andusing eGearning platfor$s 6./1;* So$e $odels $erge the Design and Developphases together' (hereas others %hoose to )eep the$ separate*

The I$ple$ent phase is (here tea%hing' or instru%tion' 3egins* A%%ording toRaleighay' this should 3egin (ith an overvie( of the %ourse' %lear e8pe%tations' andthe initiation of instru%tion* They also e8pe%t intera%tion fro$ the learners and for$ativefeed3a%) in this phase 6./1;* So$e ADDIE fra$e(or)s %ontinue to say that thisin%ludes preparation' dispersion of all $aterials-tools' and instru%tor-fa%ilitator training6su%h as soft(are' et%*;' (hereas other fra$e(or)s do not $ention these fa%tors at all6Stri%)land' .//";*

Si$ilarly' $any fra$e(or)s see$ to agree on the Evaluation phase in that it$ust in%lude 3oth su$$ative and for$ative assess$ent that %an 3e analy+ed andinterpreted to 3etter the instru%tional syste$* The $ain differen%e in Evaluation is thatso$e fra$e(or)s )eep evaluation i$plied as the 4final phrase'5 (hereas others in%lude

evaluation in $ultiple' if not all' phases*In $y opinion' versions of ADDIE differ due to instru%tional designer preferen%e*Ea%h designer has the right to $odify the ADDIE fra$e(or) to ho( it (or)s 3est forthe$selves' their needs' and their %lients* This leads $e to restate ho( ADDIE is not a$odel' 3ut a fra$e(or)* ADDIE is not a step3ystep progra$ to follo(' 3ut phases that%an 3e intert(ined to %reate effe%tive instru%tional syste$s design* A designer (ill find afra$e(or) or $odel 6or %o$3ination of fra$e(or)s and $odels; that he or she is%o$forta3le (ith to referen%e (hen designing instru%tional syste$s*

As I design instru%tional %ontent' I (ill define the ADDIE phases (ith (hat I a$%o$forta3le (ith' due to $y personal e8perien%es* The Analy+e phase in%ludes alearner analysis' tas) analysis' and needs analysis to deter$ine (hat pro3le$s ando3=e%tives need to 3e addressed' as (ell as %onsider any %onstraints or ti$elines* TheDesign phase in%ludes %reating o3=e%tives and goals' as (ell as designing andorgani+ing the instru%tion using outlines and story3oards* Using the infor$ation %reatedin the Design phase' I (ould 3egin the Develop phase 3y physi%ally %reating theinstru%tional $odule as (ell as any tools' graphi%s' $aterials' and assess$ents that areneeded* As I rea%h preparation to I$ple$ent' I (ould $a)e sure $yself' or thepresenter' is fa$iliar (ith all $aterials' and prepared to i$ple$ent the %urri%ulu$ (ith%onfiden%e and 3a%)ground )no(ledge* Although I (ould use for$ative assess$ent

http://www.nwlink.com/~donclark/hrd/isd/develop_objective.html)%20%20He%20emphasizes%20the%20importance%20of%20learning%20objectives%20as%20they%20%5C%E2%80%9Cform%20the%20basis%20for%20what%20is%20to%20be%20learned,%20how%20well%20it%20is%20to%20be%20performed,%20and%20under%20what%20conditions%20it%20is%20to%20be%20performedhttp://www.nwlink.com/~donclark/hrd/isd/develop_objective.html)%20%20He%20emphasizes%20the%20importance%20of%20learning%20objectives%20as%20they%20%5C%E2%80%9Cform%20the%20basis%20for%20what%20is%20to%20be%20learned,%20how%20well%20it%20is%20to%20be%20performed,%20and%20under%20what%20conditions%20it%20is%20to%20be%20performedhttp://www.nwlink.com/~donclark/hrd/isd/develop_objective.html)%20%20He%20emphasizes%20the%20importance%20of%20learning%20objectives%20as%20they%20%5C%E2%80%9Cform%20the%20basis%20for%20what%20is%20to%20be%20learned,%20how%20well%20it%20is%20to%20be%20performed,%20and%20under%20what%20conditions%20it%20is%20to%20be%20performedhttp://www.nwlink.com/~donclark/hrd/isd/develop_objective.html)%20%20He%20emphasizes%20the%20importance%20of%20learning%20objectives%20as%20they%20%5C%E2%80%9Cform%20the%20basis%20for%20what%20is%20to%20be%20learned,%20how%20well%20it%20is%20to%20be%20performed,%20and%20under%20what%20conditions%20it%20is%20to%20be%20performedhttp://www.nwlink.com/~donclark/hrd/isd/develop_objective.html)%20%20He%20emphasizes%20the%20importance%20of%20learning%20objectives%20as%20they%20%5C%E2%80%9Cform%20the%20basis%20for%20what%20is%20to%20be%20learned,%20how%20well%20it%20is%20to%20be%20performed,%20and%20under%20what%20conditions%20it%20is%20to%20be%20performedhttp://www.nwlink.com/~donclark/hrd/isd/develop_objective.html)%20%20He%20emphasizes%20the%20importance%20of%20learning%20objectives%20as%20they%20%5C%E2%80%9Cform%20the%20basis%20for%20what%20is%20to%20be%20learned,%20how%20well%20it%20is%20to%20be%20performed,%20and%20under%20what%20conditions%20it%20is%20to%20be%20performedhttp://www.nwlink.com/~donclark/hrd/isd/develop_objective.html)%20%20He%20emphasizes%20the%20importance%20of%20learning%20objectives%20as%20they%20%5C%E2%80%9Cform%20the%20basis%20for%20what%20is%20to%20be%20learned,%20how%20well%20it%20is%20to%20be%20performed,%20and%20under%20what%20conditions%20it%20is%20to%20be%20performed


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Tolson ADDIE Paper 0

throughout the entire pro%ess to help t(ea) $y design' the Evaluation phase (ould%onsist of su$$ative assess$ent to provide $e (ith feed3a%)* I %ould then use thisfeed3a%) to go 3a%) and 3etter $y instru%tion design*

The ADDIE fra$e(or) is i$perative to instru%tional syste$s design as it spea)sa universally fa$iliar language a$ong instru%tional designers* Si$ilarly' these phases

$ay 3e applied to reallife situations apart fro$ instru%tional design using te%hnologies'su%h as in %lassroo$s' s%hools' and 3usinesses*


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Tolson ADDIE Paper "

Referen%es

7ranson' R* 9*' Rayner' ?* T*' Co8' F* G*' ur$an' F* P*' 9ing' * F*' Hannu$' * H*6120;* Interservice procedures for instructional systems development * 60 vols*;6TRAD&C Pa$ 0// AEDTRA 1/"A;* t* #onroe' A: U*S* Ar$y Training

and Do%trine Co$$and' August 120* 6TIS o* ADA /12 !," through ADA /12!2/;*7ro(n' A*' ?reen' T* D* 6./11;* The essentials of instructional design: Connecting

fundamental principles with process and practice* 6.nd ed*' pp* 1/;* 7oston'#A: Pearson*

Clar)' D* 6./1; Addie model * Retrieved fro$ http:--(((*n(lin)*%o$-Jdon%lar)-historyK isd-addie*ht$l

Clar)' D* 6./1; Design phase* Retrieved fro$ http:--(((*n(lin)*%o$-Jdon%lar)-hrdsat*ht$l

Clar)' D* 6./1; Performance and learning objectives in instructional design* Retrievedfro$ http:--(((*n(lin)*%o$-Jdon%lar)-hrd-isd-developKo3=e%tive*ht$l

Clar)' D* 6./1; Testing instruments in instructional design* Retrieved fro$http:--(((*n(lin)*%o$-Jdon%lar)-hrd-isd-developKo3=e%tive*ht$lerri$an' F* 6./1;* Addie model explained * Retrieved fro$

http:--(((*learndash*%o$-addie$odele8plainedinfographi%-Har$on' G* 6./1;* ow well are you using addie!* Retrieved fro$

http:--intulogy*%o$-ho((ellareyouusingaddie-Shoe$a)er' D* 6./1;* The analysis process* Retrieved fro$

http:--(((*instru%tionaldesigne8pert*%o$-analysisPro%ess*ht$lStri%)land' A* * 6.//";* Implement * Po%atello' ID : Idaho State University College of

Edu%ation* Retrieved fro$http:--(e3*ar%hive*org-(e3-.//"//2//-http:--ed*isu*edu-addie-i$ple$ent-i

$ple$ent*ht$l
http://www.nwlink.com/~donclark/hrdhttp://www.nwlink.com/~donclark/hrd/isd/develop_objective.htmlhttp://www.learndash.com/addie-model-explained-infographic/http://www.instructionaldesignexpert.com/analysisProcess.htmlhttp://www.nwlink.com/~donclark/hrdhttp://www.nwlink.com/~donclark/hrd/isd/develop_objective.htmlhttp://www.learndash.com/addie-model-explained-infographic/http://www.instructionaldesignexpert.com/analysisProcess.html

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Tolson Addie Paper