ADDIE Model for Instructional Design
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ScribdTranslationsADDIE Model for Instructional Design
Translated by
ScribdTranslationsSteven J. McGriff.
Instructional Systems, College of Education, Penn State University 09/2000
ADDIE Model
Course development process:
The process of developing training courses or curricula involves a series of tasks that are
systematically related. Tasks can be conceptualized through a design model
Instructional that serves as an advanced organizer for this process. From the introduction of systems to
Instructional design in the 1960s in the military has seen a proliferation of instructional design models.
some of which have had more impact than others on the design and development of instruction. Most
of instructional design models, however, they incorporate 5 basic steps or tasks that constitute the foundation.
of the instructional design process and therefore can be considered generic. The five steps are:
Analysis, Design, Development, Implementation, and Evaluation of learning materials and activities.
Each component of the instruction is governed by learning outcomes, which have been determined.
after going through an analysis of the student's needs. These phases sometimes overlap and
they can be interrelated. Therefore, they provide a dynamic and flexible guide for effective development and
efficient of instruction.
El modelo genérico de Diseño Instruccional es lo suficientemente flexible para permitir la modificación y elaboración
based on the needs of the Instructional situation. The following table (modified from Seels & Glasgow, 1990)
demonstrate the specific tasks for each step and the results generated after the task has been completed
completed.
Table 1. Instructional Design Process
Tasks Results
Analysis • Needs assessment • Student profile
The process of defining what is learned. • Problem Identification • Descripción de obstáculos
• Task analysis • Needs, definition of
problems
Design • Write the objectives • Measurable objectives
The process of specifying how it should • Develop the topics on • Instructional Strategy
to be learned evaluate • Prototype specifications
• Plan the instruction
• Identify the resources
Development • Working with producers • Storyboard
The authorization and production process • Develop the workbook, • Instruction based on the
of the materials organizational chart and program computer
• Develop the exercises • Instruments of
practical feedback
• Create the environment of • Measuring instruments
learning • Instruction mediated by
computer
• Collaborative learning
• Training based on the
Web
Implementation • Teacher training • Comentarios del estudiante
The process of installing the project in the • Pilot Training • Datos de la evaluación
real world context
Evaluation • Time registration data • Recommendations
The process of determining adequacy • Interpretation of the • Evaluation Report
from the instruction evaluation results • Review of the materials
• Surveys of graduates • Prototype Review
• Activity review
San Jose State University, Instructional Technology Program
Steven J. McGriff. Instructional Systems, College of Education, Penn State University 09/2000
The ADDIE model is
a design process
Instructional
interactive, where
the results of the
formative assessment
from each phase can
lead the designer
instructional de
return to anyone
of the previous phases.
The final product of
a phase is the
start product of
the next phase.
Descripción de las fases del Modelo ADDIE
Analysis
The analysis phase is the basis for the rest of the instructional design phases. During this phase, it should be defined.
the problem, identify the origin of the problem and determine possible solutions. The phase may include techniques of
specific investigations such as needs analysis, job analysis, and task analysis. The
Results of this phase often include educational goals and a list of tasks to be accomplished. These results
(outputs) will be the inputs for the design phase.
Design
The design phase involves using the results from the analysis phase to plan a strategy for the
development of instruction. During this phase, it is necessary to outline how to achieve the established educational goals
during the Analysis phase and expand the educational foundations.
Some of the elements of the Design phase may include writing a description of the target population,
conduct the learning analysis, write the objectives and topics to be evaluated, selection of the delivery system and
Organize the instruction. The results (outputs) of the Design phase will be the inputs of the Development phase.
Development
The Development phase is structured on the foundations of the Analysis and Design phases. The purpose of this phase is
generate the lesson plans and their materials. During this phase, instruction will be developed,
all the resources that will be used in the instruction and any supporting documents. This may include hardware
(for example, simulation equipment) and software (for example, computer-based instruction).
Implementation
The implementation phase refers to the actual delivery of instruction, whether based in the classroom,
based on laboratories or computer-based. The purpose of this phase is the effective and efficient delivery of the
instruction. This phase should promote the students' understanding of the material, support mastery of
objectives on the part of the students and ensure the transfer of knowledge from the students' context
educational to work.
Evaluation
This phase measures the effectiveness and efficiency of instruction. The evaluation must be present throughout the entire process.
of instructional design - within the phases, between the phases, and after implementation. Evaluation can
formative or summative.
Formative evaluation is carried out during and between phases. The purpose of this type of evaluation is to improve.
Instructions before implementing the final version.
Steven J. McGriff. Instructional Systems, College of Education, Penn State University 09/2000
Summative evaluation usually occurs after the final version is implemented. This type of evaluation
determine the overall effectiveness of the instruction. Summative evaluation information is often used to
make decisions about instruction (such as buying an educational package or continuing with instruction.