Below is a popular Instructional Design Model, taken from a Cal State website.
The ADDIE Instructional Design Model
The ADDIE Instructional Design Model
The ADDIE (analyze, design, develop, implement, and evaluate)
instructional design model is a basic model that holds true for any type of
learning, including Web-based (Hall, 1997, p. 81). The ADDIE model is
comprised of the following phases:
The Analysis phase
Who is the audience?
What do they need to learn?
What is the budget?
What are the delivery options?
What constraints exist?
When is the project due?
What will the students do to determine competency (Powers, 1997)?
The Design phase
Select the most appropriate Web-based environment by examining the kinds
of cognitive skills required to achieve your goal (Driscoll, 1998, p. 50).
Write the instructional objectives; select an overall approach and the program's
look and feel; outline units, lessons, and modules (Hall, 1997, p. 231).
Design course content specifically for use with an interactive, electronic
medium (Porter, 1997, p. 127).
The Development phase
Obtain and/or create the required media.
Use the Internet's strength to present information in many different multimedia
formats so that the learners' preferences can be met (Porter, 1997, p. 196).
Determine the appropriate interactions. They should be creative, innovative,
and encourage learners to explore further (Porter, 1997, p. 200).
Plan activities that allow for student group work to help construct a supportive
social environment (Simonson et al, 2000, p. 115).
The Implementation phase
Duplicate and distribute materials.
Install and maintain the course.
Be prepared in the event that technical problems occur and discuss alternative
plans with the students ahead of time (Simonson et al, 2000, p. 115).
The Evaluation phase
Test for instructional standards.
Test for criterion-related referenced items and also test through evaluation
of research papers, class participation, and completion of competency skills
(Powers, 1997).
Continually evaluate -- relying on one midterm and a final paper puts students
at a serious disadvantage (Schrum, 1998).
Plan several points during the course when students can provide anonymous
feedback so that the instructor is aware of student confusion and misunderstanding
(Schrum, 1998).
Conduct formative evaluations to improve the course and summative evaluations
to judge the effect of the course (Bourne et al, 1997).
