|
Instructional Design Models: Comparing ADDIE, Kemp, and IPISD
|
| By Jose Escobedo, Ralph Herrera, Maria Ing, Kristi Kosina, Jose San Miguel, and Morgan Tucker |
Home | Abstract | ADDIE | Kemp | IPISD | Conclusion | Multimedia Presentation | References
The ADDIE Framework
What is ADDIE?
Overview. Analyze, Design, Develop, Implement and Evaluate are key parts of instructional design that make of the acronym ADDIE. The ADDIE paradigm provides a blue print for instructional design that allows for constant revision of the materials and how they are presented in order to modify and improve instruction of a continuous basis. ADDIE is used as a framework for many other instructional design models. They simply take all of the essential pieces and modify them to better fit the needs of particular content, students, grade level and learning style. Figure A-1 below is a diagram of one interpretation of the ADDIE process.
Figure A-1. ADDIE Paradigm (Huhn, 2013).
Characteristics. The five key concepts of instructional design that make up the acronym ADDIE are Analyze, Design, Develop, Implement and Evaluate. The ADDIE paradigm provides a blue print for instructional design that allows for constant revision of the materials and how they are presented in order to modify and improve instruction on a continuous basis. ADDIE is used as a framework for many other instructional design models. They simply take all of the essential pieces and modify them to create a custom fit the needs of particular content, students, grade level and learning style. Many companies and educational institutions use the ADDIE paradigm to improve performance.
When implementing ADDIE for instructional design, several things need to be considered: the overarching goal of the unit being created, prerequisites for being successful in reaching the goal, the learning environment, the intended audience, and required technology resources. Once these items have been firmed up, designers can then move on in the ADDIE process. Everything that you create will in tie back to these key decisions that were made.
ADDIE aims to accomplish many things that are beneficial to learning while utilizing educational concepts. One focus of implementing ADDIE is to increase learning space in turn fostering more intentional learning. It is systematic by setting rules, procedures and protocols which allows it to also be cybernetic as it guides and governs itself in order to prevent failure of the entire process. ADDIE adopts an input -> process -> output paradigm in each of its phases which produces a testable deliverable.
Breakdown. There are 5 concepts in the ADDIE process. They are the 5 terms from the acronym. The analysis concept includes the creation of goals and objectives, identifying your audience, the learning problem and setting prerequisites. The design concept develops a visual to lay out a detailed task analysis and provided clarification in the steps that will need to be addressed to reach the overarching goal. While in development, performance objectives are set based upon the task analysis from the design phase. This is followed by implementation, where the plan is put into action. Procedures are followed and learning takes place. The last step is evaluation. This phase includes formative assessment, which is conducted throughout the unit as well as summative assessment to determine the overall effectiveness of the unit. These five concepts are then broken down into more detailed steps and procedures.
The 21 ADDIE procedures are spread out between the five concept areas. Starting with Analyze, the designer will (1) validate the performance gap. Instruction can only be a solution when the performance gap is attributed to lack on knowledge. This should be followed by (2) determining the instructional goals, (3) confirming the intended audience, (4) identifying required resources, (5) determine potential delivery systems and (6) compose a project management plan. Many of the items determined in this analyze phase will act as a foundation for the rest of the process and development of the unit. It is important to conduct a quality analysis as you move through each of these steps in order to develop an effective and impactful unit.
As the development progresses to the Design concept, designers will (7) conduct a task analysis, (8) compose performance objectives, (9) generate testing strategies and (10) calculate return on investment. Through the design phase, instructors constantly refer back to your previous steps to ensure that they do not waiver from the original instructional goal. This is the phase where designers begin to outline what actions will be taken in their instructional unit.
Moving on to the Develop phase, it is necessary to (11) generate content, (12) select or develop supporting media, (13) develop guidance for the student, (14) develop guidance for the teacher, (15) conduct formative revisions and (16) conduct a pilot test. In this development phase, creation takes place and the materials are provided and reviewed for the unit. The selection of media and development of guides is time-consuming but necessary for seamless instruction and learning.
In the Implementation phase the (17) preparation of the teacher and (18) preparation of the student takes place. Taking these steps increases the success rate and understanding of the unit.
Evaluate comes next. This is where (19) the evaluation criteria will be determined, (20) evaluation tools will be selected and (21) the evaluation will be conducted. The development and application of this evaluation will look at the effectiveness of the unit as well as point out any area of necessary improvement or modification.
Example of the ADDIE Framework
The instructional unit was designed using the ADDIE paradigm. Second grade students who complete the instructional unit will be able to identify and label the celestial bodies in the solar system, compare and contrast inner and outer planets, label the planets in sequential order, and build a solar system out of cheap materials.
Table A-1. ADDIE Paradigm Example
| Analysis |
The audience and characteristics are Second Grade students between the ages of 7 and 8 years old. The students "enjoy collecting, organizing and classifying objects and information" ("Developmental Characteristics of Third Graders," 2007). A possible learning constraint is that due to the students' young age, they have short attention spans and are still developing their fine motor skills.
The instructional content will be delivered through a PowerPoint presentation and a 5 ½ minute YouTube video using a Desktop computer with an Internet connection, and an overhead projector. The lesson completion timeline is approximately 45 minutes.
|
| Design |
The instructional goal is that second grade students who complete the instructional unit will be able to identify and label the celestial bodies in the solar system, compare and contrast inner and outer planets, label the planets in sequential order, and build a solar system out of cheap materials.
The instruction will be delivered using a PowerPoint presentation and an overhead projector displaying minimal text information and large images about celestial bodies, their location and characteristics. Students will identify the celestial bodies in the solar system such as the sun, the planets, moons, comets, asteroids and dwarf planets.
A 5 ½ minute YouTube video about the solar system will be presented to the students using an overhead projector. The students will list the order of planets in the solar system from closest to sun to the farthest away. Students will recite mnemonics to remember the planets in order (Example: My Very Educated Mother Just Serve Us Nine Pizzas).
Students will be given a diagram with images of the planets and a description of each planet. The students will match the image of the planet with its corresponding description. The students will also simulate the physical characteristics of each planet by using play-doh.
Students will compare and contrast asteroids and comets using a Venn diagram. Last, using their knowledge, students will build a solar system out of cheap materials. |
| Development |
A PowerPoint presentation will be created that includes descriptions, characteristics, and location about celestial bodies. A diagram with images of all the planets images and their physical characteristic will be created for the students to match each planet with its corresponding physical description. A blank Venn diagram will be distributed to the students for filling the comparisons and similarities between asteroids and comets.
|
| Implementation |
The instructor must continuously observe, assess, and evaluate what works, what instructional method is more effective (PowerPoint vs YouTube vs mnemonics vs paper assignments), what does not work, and what areas need instructional improvement. The instructor must consider how the instructional unit must be revised to make it more effective.
|
| Evaluation |
Formative evaluation
A formative evaluation is performed at the end of every phase of the ADDIE paradigm. The formative evaluation will allow the instructor to identify the weak instructional areas that may require a modification to the instructional unit.
Summative Evaluation
The summative evaluation is in the form of matching activities, compare and contrast using Venn diagrams, using Play-Doh to simulate the physical characteristics of the planets and creating a solar system using cheap materials.
|
References
Developmental Characteristics of Third Graders. (2007, December 7). Retrieved October 29, 2014, from http://www.glendale.k12.wi.us/3_char.aspx
Dick, W., & Carey, L. (1996). The systematic Design of Instruction (4th Ed.). New Your: Harper Collins College Publishers.
Gustafson, K., & Branch, R. (2002). Survey of Instructional Development Models (4th ed., pp. 46-49). Syracuse, NY: ERIC Clearinghouse on Information and Technology.
Huhn, J. (2013, May 11). Agile vs ADDIE: Which Is Better for Learning Design? Retrieved November 18, 2014, from http://www.bottomlineperformance.com/agile-vs-addie-which-is-better-for-learning-design/
Leshin, C. B., Pollock, J., @ Reigeluth, C. M. (1992). Instructional Design Strategies and Tactics. Englewood Cliffs, NJ: Education Technology Publications.
Comments (0)
You don't have permission to comment on this page.