ADDIE Model

The ADDIE instructional design model is commonly used by instructional designers.

The ADDIE Model is at the very core of instructional design and is the basis of
instructional systems design (ISD).

ADDIE Model is consists of five (5) cyclical phases:

Analysis, Design, Development, Implementation and Evaluation.

Analysis- in this phase, the instructional problem is clarified, the instructional goals and
objectives are set and the learning environment and learners existing knowledge and
skills are identified.

Design- in this phase it deals with learning objectives, assessment instruments,

exercises, content, subject matter analysis, lesson planning and media selection. The
design phase should be systematic and specific

Development- this phase is where instructional designers and developers create and
assemble the content assets that were blueprinted in the design phase. In this phase,
storyboards are created, content is written and graphics are designed. If e-learning is
involved, programmers works to develop and/ or integrate technologies.

Implementation- during the implementation phase, a procedure for training the

facilitators and the learners is developed. The facilitators training should cover the
course curriculum, learning outcomes, method of delivery, and testing procedures.

Evaluation- evaluation phase consists of two parts: formative and summative. Formative
evaluation is present in each stage of the ADDIE process. Summative evaluation
consists of tests designed for domain specific criterion-related referenced items in
providing opportunities for feedback from the users which were identified.
It is an Instructional Systems Design (ISD) model. Most of the current instructional
design models are spin-offs or variations of the ADDIE instructional design model; other
model includes the Dick and Carey and Kemp Instructional System Design (ISD)
models. One commonly accepted improvement to this model is the use of rapid
prototyping. This is the idea of receiving continual or formative feedback while
instructional materials are being created. This model attempts to save time and money
by catching problems while they are still easy to fix.

Dick and Carey Systems Approach Model

Another well-known instructional design model that was originally published in 1978 by
Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction.

Dick and Carey marked a useful contribution to the instructional design field by
introducing a systems view of instruction holistically rather than viewing instruction as a
sum of isolated parts. The model views as an entire system, focusing on the
interrelationship between context, content, learning and instruction. According to Dick
and Carey:

Components such as the instructor, learners, materials, instructional activities, delivery

system, and learning and performance environments interact with each other and work
together to bring about the desired learning outcomes.

The Components of Systems Approach Model (Dick and Carey Model):

1. Identify Instructional Goal (s): goal statement describes a skill, knowledge or

attitude (SKA) that a learner will be expected to acquire
2. Conduct instructional analysis: identify what a learner must recall and identify
what learner must be able to do to perform particular task.
3. Analyze learners and contexts: to identify general characteristics of the target
audience including prior skills, prior experience, and basic demographics; identify
characteristics directly related to the skill to be taught; and perform analysis of
the performance and learning settings.
4. Write performance objectives: objectives consist of a description of the behavior,
the condition and criteria. The component of an objective that describes the
criteria that will be used to judge the learners performance.
5. Develop Assessment Instruments: purpose of entry behavior testing, purpose of
pretesting, purpose of post testing, purpose of practice items/ practice problems.
6. Develop instructional strategy: pre-instructional activities, content presentation,
learner participation, assessment
7. Develop and select instructional materials: to use the instructional strategies to
produce the instruction
8. Design and conduct formative evaluation of instruction: designer try to identify
areas of the instructional materials that are in need of improvement.
9. Revise Instruction: to identify poor test items and to identify poor instruction.
10. Design and conduct summative evaluation: an evaluation of the value of the
instruction.