Online Course Creation: The ADDIE Model In A Nutshell

The ADDIE model is an instructional design framework designed to organize and streamline the production of course content. It was developed in collaboration between Florida State University and the U.S., it enables teachers to design a training course using an iterative and reflective process, based on five phases: analysis, design, develop, implement, and evaluate.

Element	Description	Analysis	Implications	Benefits	Challenges	Use Cases	Examples
Analysis	In the Analysis phase, the instructional designer identifies learning needs, defines goals, and assesses the existing knowledge and resources.	This phase helps in understanding the context and learners’ needs, ensuring that the instructional design aligns with specific objectives.	Proper analysis sets the foundation for effective learning outcomes and the overall success of the training or educational program.	Targeted and relevant learning objectives.	Insufficient data or inaccurate assessment can lead to ineffective design.	Needs assessment, learner analysis.	An organization determining the need for employee training.
Design	In the Design phase, the instructional designer plans the structure, content, and instructional strategies. This includes creating learning objectives and selecting appropriate media and methods.	Designing the learning experience involves creating a blueprint that guides the development of instructional materials.	Effective design ensures that the content and methods align with the intended learning outcomes and the needs of the learners.	A well-structured, engaging, and effective instructional plan.	Poorly designed instruction can lead to learner disengagement or confusion.	Curriculum development, content design.	An instructional designer creating a course outline.
Development	During the Development phase, the actual learning materials, such as course content, assessments, and multimedia elements, are created or assembled.	This phase involves producing the learning resources and materials based on the design specifications and objectives.	Proper development ensures that the materials are accurate, engaging, and aligned with the instructional plan.	High-quality learning materials and resources.	Delays in content development or budget constraints.	Content creation, resource development.	Building e-learning modules for an online course.
Implementation	In the Implementation phase, the instructional materials are delivered to learners through various methods, such as classroom instruction or online platforms.	This phase involves executing the instructional plan and facilitating the learning process.	Effective implementation ensures that learners have access to the materials and opportunities to engage with the content.	Engaged learners and successful delivery of instruction.	Technical issues or logistical challenges can disrupt implementation.	Classroom teaching, online course delivery.	A teacher conducting a live virtual class.
Evaluation	The Evaluation phase assesses the effectiveness of the instructional design and implementation. This includes gathering feedback, measuring learning outcomes, and making improvements.	Evaluation helps determine if the learning objectives were met and provides insights for refining future iterations of the instructional program.	Ongoing evaluation is essential for continuous improvement and ensuring that learning goals are achieved.	Data-driven insights for program improvement.	Inadequate or biased evaluation methods can lead to inaccurate results.	Assessing learning outcomes, course evaluation.	Surveying students to gather feedback on a course’s effectiveness.

Understanding the ADDIE model

The ADDIE model was developed by Florida State University in 1975 as part of a military training project for the U.S. Army. Researchers initially defined the model as “the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job, and which can also be applied to any interservice curriculum development activity.”

The framework was based on an earlier model of instructional design called the Five Step Approach, which was developed by the U.S. Air Force in 1970.

Today, the ADDIE model retains the five-step approach of its predecessor, allowing teachers to plan a course or curriculum using an iterative, reflective, and streamlined process. Importantly, the process also enables trainees to acquire knowledge and then retain it.

The five phases of the ADDIE model

Originally, the ADDIE model required teachers to complete one phase before moving on to the next.

Modern variations, however, favor a much more interactive and dynamic approach. Each phase is part of a continuous cycle, and teachers can move between the stages at their leisure.

Following is a look at each phase:

Phase 1 – Analysis

In the analysis stage, several questions need answering:

What are the current knowledge gaps? Gaps may pertain to skill deficits, communication issues, or diversity awareness.
Who is the target audience? What is their age, level of education, or cultural background? Some learners will be fluent in digital learning, while others may prefer hands-on or face-to-face learning.
What is the learning environment? Will training be offered in multiple locations? Does it require internet connectivity? Are there other limiting factors such as technology, time, or financial investment?

The analysis phase constitutes a full audit of the target audience, organizational goals, training methodologies, and available delivery mechanisms. If training is delivered within a business, outcomes must also align with organizational goals.

Phase 2 – Design

Using the insights gleaned above, it is now time to create a course prototype or storyboard.

Specifically, the teacher must:

Identify learning objectives.
Formulate a general course content outline with timeframes assigned to each activity.
Develop scripts.
Select the method of teaching. This includes videos, in-person, storytelling, gamification, web-based, or a combination thereof.
Identify how a student will progress through the course. Will progression occur linearly or is it based on acquiring certain skills? Can students move at their own pace or use credit from prior study?
Choose the most appropriate assessment method.

Phase 3 – Develop

Phase 3 deals with building the course out from the original prototype or storyboard. Polish and professionalism can be added by complementing course content with graphics, colors, and fonts. Where possible, the presentation of the course should match the expectations of the target audience.

Once the course is created, it’s important to perform a test run. This will identify any basic grammar, spelling, or syntax errors. The learner experience should also be tested and evaluated. In other words, can the learner progress through the course in a way the teacher intended? Does the content flow and is it engaging? Long courses with disjointed content usually experience low engagement.

Phase 4 – Implement

The course is then shared with students, with most courses today uploaded to learning management software (LMS).

During the implementation phase, the teacher should monitor the course for any teething problems. Some may choose to release the course to a small cohort of students before public release to identify issues early.

Phase 5 – Evaluate

In the final phase, the teacher collects feedback on every aspect of the course to revise or improve content if necessary. If nothing else, the training program should always align with the parameters identified in the analysis phase.

Student surveys can provide important feedback on whether the course:

Met its stated goals or objectives.
Utilized the right media type or delivery approach.
Could be supplemented by prior or subsequent training.
Followed a logical progression and was engaging.

How to Use the ADDIE Model:

The ADDIE Model can be applied effectively by following these steps:

1. Analysis (A):

Conduct a needs analysis to identify the learning goals, objectives, target audience, and constraints. Collect relevant data and assess the existing knowledge and skills of the learners.

2. Design (D):

Develop a detailed instructional design plan that outlines the structure, content, assessments, and evaluation methods. Determine the instructional strategies, media, and technology to be used.

3. Development (D):

Create the learning materials and resources based on the design plan. This may involve writing content, designing visuals, developing multimedia, and building assessments.

4. Implementation (I):

Deliver the learning experience to the target audience. Ensure that learners have access to the materials, and provide any necessary training to instructors or facilitators.

5. Evaluation (E):

Evaluate the effectiveness of the learning experience by measuring the achievement of learning objectives, assessing learner satisfaction, and identifying areas for improvement. Use evaluation results to make necessary revisions.

6. Iteration:

The ADDIE Model is often iterative, meaning that after evaluation, it may be necessary to revisit the Analysis, Design, or Development phases to make improvements.

What to Expect from Using the ADDIE Model:

Using the ADDIE Model can lead to several outcomes and benefits:

1. Effective Learning Experiences:

The systematic approach of ADDIE ensures that learning materials and activities are well-designed and aligned with objectives.

2. Customization:

Learning experiences can be tailored to the specific needs of the target audience.

3. Quality Assurance:

Rigorous evaluation in the Evaluation phase ensures the quality and effectiveness of the learning materials.

4. Continuous Improvement:

The iterative nature of ADDIE allows for ongoing refinement and enhancement of learning experiences.

5. Alignment with Objectives:

Learning objectives and goals are closely aligned with the design and delivery of the learning materials.

6. Flexibility:

ADDIE can be adapted for various instructional contexts, including formal education, corporate training, and online courses.

In conclusion, the ADDIE Model is a structured and systematic approach to instructional design that guides the development of effective learning experiences. By following the phases of Analysis, Design, Development, Implementation, and Evaluation, instructional designers and educators can create customized and high-quality learning materials that align with objectives and provide meaningful learning experiences. The iterative nature of the model allows for continuous improvement and adaptation to changing educational needs.

ADDIE model example

Consider the example of a company that wants to develop a course on personal protective equipment (PPE) for industrial workers.

Analysis

To start, the company identifies its target audience as new employees who have never worked on construction sites, demolition sites, or forestry sites.

Through prior research, it is noted that the majority of this audience is millennials who prefer to learn online.

However, the company chooses to run the course in person since it is a more effective means of teaching important safety-related concepts.

Training will be offered in a location that is most relevant and convenient to the client and course outcomes must align with organizational goals.

Design

The company then designs the course around the three core topics:

Introduction to common PPE.
Hazard control methods.
Responsibilities of workers, supervisors, and employers.

Entry-level information pertaining to safety tips is then provided for the most common types of PPE. These include:

Hearing protection – ear plugs, ear muffs.
Foot protection – steel-capped shoes.
Various items of high-visibility clothing.
Eye and face protection – safety glasses, face shields.
Hand protection – gloves.
Head protection – hard hats.

Students will be able to interact with training material via their smartphones and there will also be a written exam after the 2-hour course.

Content will be delivered in the form of a power-point presentation with hands-on demonstrations where appropriate.

Develop

The training company then builds the course by adding images, videos, audio clips, and professional graphics.

It also adds its logo to all training materials to advertise its services and prevent copyright infringement.

The course is then tested with a small team of representative employees with similar PPE or industry experience.

Course effectiveness is then evaluated according to the following participant outcomes developed in the previous step.

Here, the student should be able to:

Select the appropriate PPE for a variety of workplace hazards.
Recognize the importance of routine inspection and maintenance of PPE items.
Understand the inherent limitations of PPE items as hazard control tools.
Understand and adhere to any relevant regulations around PPE use, and
Be able to properly select, fit, and wear PPE for maximum safety protection.

Implement

The course is then implemented at a timber mill in its first real-world application and the company monitors for any teething problems.

It is noted that the noise of the timber mill operations occasionally drowns out the instructor and makes learning difficult.

The company also discovers that there are not enough sizes of demonstration PPE to cater to all workers at the timber mill.

It makes a note to order a wider gamut of sizes for future clients.

Evaluate

In the final phase, the company collects learner feedback to determine whether the training program was a success.

Aside from the excessive noise at the timber mill, some students thought there could have been greater use of relevant case studies to emphasize safety and the role of PPE in the workplace.

Other students noted that the exam after the course was not allocated enough time as they had trouble answering all questions.

The company then incorporates this constructive feedback to refine the course.

Case Studies

1. Software Training for New Employees

Analysis:

Identify knowledge gaps in new employees’ understanding of company-specific software.
Target audience includes recently hired staff with varying levels of software proficiency.
Determine whether training should be conducted in-person or online based on employee locations.
Align training objectives with the company’s efficiency and productivity goals.

Design:

Learning objectives: Ensure employees can navigate and use essential software tools.
Content outline: Cover software basics, specific functionalities, shortcuts, and troubleshooting.
Teaching methods: Combine instructor-led sessions, interactive simulations, and practical exercises.
Assessment methods: Include hands-on tasks, quizzes, and real-life software usage scenarios.

Develop:

Create training materials, including video tutorials, user guides, and practice exercises.
Enhance content with screenshots and screencasts to illustrate software usage.
Conduct a test run to verify the effectiveness of training materials and activities.

Implement:

Deliver training through workshops or an online learning platform.
Monitor employees’ progress and provide assistance as needed.
Ensure all employees have access to the necessary software and training resources.

Evaluate:

Collect feedback on the training program’s clarity, relevance, and effectiveness.
Assess employees’ software proficiency before and after training.
Make improvements based on feedback, updating training materials as necessary.

2. Workplace Diversity and Inclusion Training

Analysis:

Identify knowledge gaps related to diversity, equity, and inclusion (DEI) in the workplace.
Target audience includes all employees, from entry-level to executives.
Determine whether training should be part of onboarding or as ongoing professional development.
Align training objectives with fostering a more inclusive and diverse work environment.

Design:

Learning objectives: Promote understanding of DEI principles and their application in the workplace.
Content outline: Cover topics like unconscious bias, inclusive language, and cross-cultural communication.
Teaching methods: Include interactive discussions, case studies, and role-playing exercises.
Assessment methods: Use quizzes, group activities, and scenario-based assessments.

Develop:

Create training materials, including presentations, discussion guides, and video testimonials.
Include real-world examples and stories to illustrate DEI concepts.
Conduct a test run with a diverse group of employees to ensure inclusivity and relevance.

Implement:

Deliver training through workshops, webinars, or an online learning platform.
Encourage open dialogue and provide resources for further learning.
Monitor the impact of DEI initiatives within the workplace.

Evaluate:

Collect feedback on the training program’s ability to foster a more inclusive workplace.
Assess changes in employee behavior and attitudes regarding diversity and inclusion.
Continuously adapt training content based on emerging DEI trends and employee feedback.

3. Sales Training for a Retail Team

Analysis:

Identify knowledge gaps related to product knowledge, sales techniques, and customer service.
Target audience includes retail sales associates with varying levels of experience.
Determine whether training should be conducted in-store, online, or a combination.
Align training objectives with increasing sales revenue and enhancing customer satisfaction.

Design:

Learning objectives: Ensure employees can effectively engage customers, upsell products, and resolve issues.
Content outline: Cover product features, sales strategies, and customer interaction scenarios.
Teaching methods: Combine product demonstrations, role-playing, and interactive sales simulations.
Assessment methods: Use mystery shopping evaluations and sales performance metrics.

Develop:

Create training materials, including product guides, sales scripts, and interactive sales scenarios.
Incorporate multimedia elements such as videos showcasing successful sales techniques.
Conduct a test run with retail staff to refine the training’s effectiveness.

Implement:

Deliver training in-store during downtime, using mobile devices or online platforms.
Provide opportunities for employees to practice sales techniques with real customers.
Monitor sales performance and customer feedback following training.

Evaluate:

Collect feedback from employees on the training’s impact on their sales skills.
Measure changes in sales revenue and customer satisfaction scores.
Adjust training content based on feedback and sales performance data.

Key takeaways:

The ADDIE model is an instructional design framework designed to organize and streamline the production of course content. It was developed in collaboration between Florida State University and the U.S. Army.
The ADDIE model enables teachers to design a training course using an iterative and reflective process. This ensures the course meets organizational goals while also being engaging and useful for the learner.
The ADDIE model is based on five phases: analysis, design, develop, implement, and evaluate. Teachers are encouraged to cycle through each phase to continually improve and refine course content.

Key Highlights

Origin and Purpose: The ADDIE model is an instructional design framework that originated in 1975 through collaboration between Florida State University and the U.S. Army. It was developed as part of a military training project to create an effective and structured process for designing and producing course content.
Phases of ADDIE Model: The ADDIE model consists of five phases: Analysis, Design, Develop, Implement, and Evaluate. These phases are designed to guide the creation of instructional materials in a systematic and iterative manner.
Iterative Process: While the original ADDIE model required completing one phase before moving to the next, modern variations encourage a more interactive and dynamic approach. Each phase is part of a continuous cycle, allowing for flexibility and refinement throughout the instructional design process.
Analysis Phase: In this phase, educators analyze the target audience, their characteristics, learning needs, and the learning environment. This phase involves identifying knowledge gaps, understanding the learners’ preferences, and aligning the course with organizational goals.
Design Phase: Based on the analysis, educators design the course content. This involves setting clear learning objectives, creating a content outline, selecting teaching methods, and designing assessment methods. The design phase creates the blueprint for the course.
Develop Phase: In the development phase, educators create the actual course content based on the design. This phase involves adding graphics, multimedia elements, and interactive components. A test run is conducted to identify and fix any errors or issues.
Implement Phase: The course is shared with students in this phase, often through a learning management system (LMS) or other platforms. Educators closely monitor the course during its initial implementation, addressing any technical or user-related problems.
Evaluate Phase: The final phase involves collecting feedback from students and assessing the effectiveness of the course. Educators analyze whether the course met its goals, engaged learners effectively, and aligned with the initial analysis. Feedback is used to make necessary improvements.
Example Implementation: An example of applying the ADDIE model is designing a workplace safety course on personal protective equipment (PPE). The analysis phase involves identifying the target audience, the design phase includes setting learning objectives and creating content, the development phase adds multimedia elements, the implementation phase shares the course, and the evaluation phase collects feedback for refinement.
Continuous Improvement: The ADDIE model emphasizes continuous improvement by cycling through the phases to refine the course over time. It provides a structured framework for educators to create effective and engaging instructional materials.

Related Methodologies	Description	Key Features
ADDIE Model	The ADDIE Model is a systematic instructional design process consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation. It provides a structured approach for designing and developing effective instructional materials and training programs. The phases involve analyzing learners’ needs and objectives, designing instructional strategies and content, developing materials and activities, implementing the training, and evaluating its effectiveness.	– Systematic instructional design process with five phases: Analysis, Design, Development, Implementation, and Evaluation. – Analyzes learners’ needs and objectives. – Designs instructional strategies and content. – Develops materials and activities. – Implements the training. – Evaluates effectiveness.
SAM (Successive Approximation Model)	SAM, developed by Michael Allen, is an agile instructional design model that emphasizes collaboration, iteration, and rapid prototyping. It consists of three iterative phases: Preparation, Iterative Design, and Iterative Development. SAM encourages stakeholder involvement throughout the process, focuses on meeting specific project objectives, and emphasizes the creation of prototypes for continuous feedback and refinement. SAM is particularly suitable for projects with evolving requirements and complex content.	– Agile instructional design model with three iterative phases: Preparation, Iterative Design, and Iterative Development. – Emphasizes collaboration, iteration, and rapid prototyping. – Encourages stakeholder involvement throughout the process. – Focuses on meeting project objectives and creating prototypes for continuous feedback and refinement. – Suitable for projects with evolving requirements and complex content.
Rapid Prototyping	Rapid Prototyping is an iterative approach to developing instructional materials and training programs by quickly creating and testing prototypes. It involves generating rough drafts or mock-ups of learning materials, gathering feedback from stakeholders and learners, refining designs based on feedback, and repeating the process until the final product is achieved. Rapid Prototyping reduces development time and costs, promotes stakeholder engagement, and ensures that the final product meets users’ needs.	– Iterative approach to developing instructional materials and training programs. – Quickly creates and tests prototypes. – Involves generating rough drafts or mock-ups, gathering feedback, and refining designs. – Reduces development time and costs. – Promotes stakeholder engagement. – Ensures the final product meets users’ needs.
Gagne’s Nine Events of Instruction	Gagne’s Nine Events of Instruction is a framework for designing effective instruction based on nine instructional events or steps. The events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagne’s model helps ensure that instruction is structured, engaging, and conducive to learning.	– Framework for designing effective instruction based on nine instructional events or steps. – Includes gaining attention, informing learners of objectives, presenting content, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention. – Helps ensure that instruction is structured, engaging, and conducive to learning.
Kirkpatrick’s Four Levels of Evaluation	Kirkpatrick’s Four Levels of Evaluation is a model for assessing training effectiveness based on four levels of evaluation: Reaction, Learning, Behavior, and Results. It involves gathering feedback from learners (Reaction), assessing knowledge and skill acquisition (Learning), observing changes in behavior (Behavior), and measuring the impact on organizational goals (Results). Kirkpatrick’s model provides a comprehensive framework for evaluating training programs and their impact on performance and outcomes.	– Model for assessing training effectiveness based on four levels of evaluation: Reaction, Learning, Behavior, and Results. – Involves gathering feedback from learners, assessing knowledge and skill acquisition, observing changes in behavior, and measuring impact on organizational goals. – Provides a comprehensive framework for evaluating training programs and their impact on performance and outcomes.
Action Mapping	Action Mapping, developed by Cathy Moore, is a streamlined instructional design process focused on performance improvement and behavior change. It involves identifying business goals, defining desired behaviors, mapping actions required to achieve goals, and designing targeted interventions to bridge performance gaps. Action Mapping emphasizes practical, learner-centered solutions that address specific performance needs and align with organizational objectives.	– Streamlined instructional design process focused on performance improvement and behavior change. – Involves identifying business goals, defining desired behaviors, mapping actions, and designing targeted interventions. – Emphasizes practical, learner-centered solutions that address specific performance needs and align with organizational objectives.
Backward Design	Backward Design, also known as Understanding by Design (UbD), is an instructional design approach that starts with the end goals and desired outcomes and works backward to develop instruction. It involves identifying desired learning outcomes, determining acceptable evidence of learning, and designing learning experiences and assessments aligned with those outcomes. Backward Design ensures that instruction is purposeful, aligned with objectives, and focused on promoting deep understanding.	– Instructional design approach that starts with end goals and desired outcomes. – Involves identifying learning outcomes, determining evidence of learning, and designing learning experiences aligned with outcomes. – Ensures that instruction is purposeful, aligned with objectives, and focused on promoting deep understanding.
Bloom’s Taxonomy	Bloom’s Taxonomy is a hierarchical framework for categorizing educational objectives and learning outcomes. It consists of six levels of cognitive complexity: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Bloom’s Taxonomy helps educators and instructional designers develop learning objectives, assessments, and instructional activities that promote progressive cognitive development and critical thinking skills.	– Hierarchical framework for categorizing educational objectives and learning outcomes. – Consists of six levels of cognitive complexity: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. – Helps develop learning objectives, assessments, and activities that promote cognitive development and critical thinking skills.
Constructivist Learning Theory	Constructivist Learning Theory is a learning theory that emphasizes the active construction of knowledge by learners through interaction with their environment. It posits that learners build understanding and meaning through experiences, reflection, and social interaction. Constructivist approaches to instructional design involve creating authentic, inquiry-based learning experiences that engage learners in active exploration, problem-solving, and collaboration to construct their knowledge and understanding.	– Learning theory emphasizing active construction of knowledge by learners. – Learners build understanding through experiences, reflection, and social interaction. – Involves creating authentic, inquiry-based learning experiences. – Engages learners in active exploration, problem-solving, and collaboration. – Encourages learners to construct their knowledge and understanding.