e-Learning and the ADDIE Model

e-Learning and the ADDIE Model

There are more than 100 different ISD models, but almost all are based on the generic "ADDIE" model, which stands for Analysis, Design, Development, Implementation, and Evaluation, as illustrated in the figure below. Each step has an outcome that feeds the subsequent step.

Analysis --> Design --> Development --> Implementation --> Evaluation

During analysis, the designer develops a clear understanding of the "gaps" between the desired outcomes or behaviors, and the audience's existing knowledge and skills. The design phase documents specific learning objectives, assessment instruments, exercises, and content. The actual creation of learning materials is completed in the development phase. During implementation, these materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.

Alternate Design Models

The ADDIE model has been criticized by some as being too systematic, that is, too linear, too inflexible, too constraining, and even too time-consuming to implement. As an alternative to the systematic approach, there are a variety of systemic design models that emphasize a more holistic, iterative approach to the development of training. Rather than developing the instruction in phases, the entire development team works together from the start to rapidly build modules, which can be tested with the student audience, and then revised based on their feedback.

The systemic approach to development has many advantages when it comes to the creation of technology-based training. To create engaging metaphors or themes, artists and writers work together in a process that validates the creative approach with students early in the development cycle. Programmers and designers garner agreement as to which learning activities are both effective as well as possible, given the constraints of the client's computers or network.

Despite these advantages, there are practical challenges with a purely systemic design approach in the management of resources. In most cases, training programs must be developed under a fixed -- and often limited -- budget and schedule. While it is very easy to allocate people and time to each step in the ISD model, it is harder to plan deliverables when there are no distinct steps in the process. The holistic approach begs the questions, "How many iterations, and time, will it take to finish the program?" "Do the contributions made by programmers and artists in the design phase, who have no formal background in instruction, warrant the extra time required and additional compensation for this time?"

Introducing a Rapid Prototyping Phase

For best results, the development process for CD-ROM or Web-based training programs should use a modified ADDIE model, which borrows from the most valuable aspects of the systemic approach. Specifically, a rapid prototype phase is inserted after, or as an extension of, the design phase. A rapid prototype is simply a quickly assembled module that can be tested with the student audience early in the ISD process. The evaluation typically looks at things like how well the learners responded to the creative metaphor, how effective the learning activities are, and how well the program performs on the chosen technology platform. Based on the feedback, the design can be revised and another prototype developed. This iterative process continues until there is agreement and confidence in the prototype.