This document provides an overview of instructional design basics using the ADDIE model. It discusses the five phases of the ADDIE model: analysis, design, development, implementation, and evaluation. The presentation aims to familiarize the audience with key concepts, terms, processes, and issues related to instructional design. It also reviews sample course design elements like objectives, content outlines, delivery methods, and assessments.

1. Instructional Design Basics
- The ADDIE Model
Pubsnet Documentation and Training Conference
October 17, 2005
Ray Magnan M.Ed.
Education Technology Consultant
raymagnan@yahoo.com
www.geocities.com/raymagnan
Copyright © 2005 Ray Magnan 1

2. Agenda
• Discuss principles of Instructional Design (ID)
– ADDIE Model
• Review a sample course
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3. Goals
• Familiarize you with the following aspects of
Instructional Design
– Key concepts
– Terms
– Processes
– Issues
• Help you ask the right questions about your
projects
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4. My Background
• Design education solutions for software industry
– Instructor led training (ILT), self-paced, or blended.
– E-Learning: Primarily deployed over the web.
• Primary focus:
– Software for the healthcare industry.
• Business intelligence applications and others
• Typically medium to large scale projects
• Audiences:
– End-users, analysts, software developers, installation
consultants, support, sales, and marketing.
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5. And you are?
• Involved with training?
– Most of the time
– Part time
– Not currently
• Industry:
– Software – Healthcare
– Hardware – Retail
– Biotech – Insurance
– Manufacturing – Hotel/Restaurant
– Transportation – Other
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6. ADDIE Model
ADDIE Model
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7. What is ADDIE?
• Widely used methodology for developing
new training programs.
• Advantages: Flexible and scalable.
• Provides a step-by-step system for:
– Evaluation of students’ needs
– Design and development of materials
– Evaluation of training effectiveness
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8. ADDIE Model Phases
• Analyze
• Design
• Develop
• Implement
• Evaluate
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9. Enhanced ADDIE Model
• Analyze
•Track Time – Initial analysis
– Create project charter
Spent
–Use for future • Design
– Course outline
projects
– User interface (UI)
–Prove Return on – Prototype. Test technology and UI.
Investment (ROI)
• Develop
– Create materials
•Ongoing – Review, edit, QA
Maintenance
• Implement
–Accommodate – Roll out to trainers and students.
new features or
versions. • Evaluate
– Was training effective?
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10. Roles
• Project stakeholders
– Group/person requesting the training
– Others with a stake in the success of the project
• Management
– Training department leadership
– Project sponsor
– Project manager
• Resources
– Subject matter experts (SMEs)
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11. Roles (continued)
• Team
– Technical architect
– Instructional designer
– Assessment and evaluation consultant
– Technical writers
– Trainers
– Editor (Templates/standards)
– Graphics designer
– User interface (U.I.) designer
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12. Analysis
Analysis
ADDIE
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13. Analysis
Training Request
• Request from senior management or other
departments.
– New product
– Enhancements to existing product
– Problems with existing product or process
• Stakeholders: Have a vested interest in the
success of the training.
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14. Analysis
Business Analysis
• Does this require training?
– Are there other alternatives?
• Job aids
• Existing resources
• Other higher-priority training projects?
– Sales pipeline
• Budget for training?
• Delivery date?
• Other issues?
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15. Analysis
Analysis: Info Resources
• Stakeholders
• Subject matter experts (SMEs)
• Product managers
• Development
• Existing documents
– Functional and technical specifications
– Test guides
• Sales and marketing
– Sales pipeline. Business benefit.
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16. Analysis
Needs Assessment
• Interview cross-section of target audiences
and management
– What do they need to know to do their job
– Past issues
– Potential issues
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17. Analysis
Audience Analysis
• Who are the audiences for the training?
– Size of audience. Location.
• Is there any overlap in the required skills?
– Could suggest a modular approach.
• Examples
– Data entry clerk
– Department supervisor
– Financial analyst
– Support and installation
– Senior management (Reporting)
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18. Analysis
Task Analysis
• What are the tasks associated with the
subject?
• What do people need to be successful in
their jobs?
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19. Analysis
Performance Gaps
• What are the current skill levels of the
audiences?
• What do they need to know to be successful?
• What are the gaps?
• Are the audiences:
– Experienced
– Novices
– New
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20. Analysis
Media Analysis
• Which delivery methods should you use?
• What technology is available?
– Development and delivery
• Be careful about using new authoring or development
software in a major project.
• Consider the learning curve of the new technology.
• Will it speed up or slow down development?
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21. Analysis
Media Analysis
• Budget considerations
– Consider time, money, personnel, other resources.
– Balance costs with quality of learning. Example.
• Simulations and interactivity are resource intensive.
• Use them where they give you the best return on
investment (ROI) or “Most bang for your buck.”
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22. Analysis
Media Analysis
• Sample Alternatives:
– Instructor led training: Classroom or distance
education
– Self-paced learning: Online or paper-based
– Reference materials: Online or paper-based
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23. Analysis
Blended Learning
• Matches the most appropriate delivery
method with the learning objectives.
• Example: Course with multiple components:
– Online self-paced learning:
• Pre-requisites and core content.
– Collaborative learning:
• Conference calls, email, instant messaging.
– Instructor led training:
• To cover more complex topics.
– Online resources for future reference after training
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24. Analysis
Common Terms: E-Learning
• CBT or WBT
– Computer-Based Training / Web-Based Training
• EPSS
– Electronic Performance Support System
– Example: Online help or other resources
• VAC
– Virtual Asynchronous Classroom
– Not real time. Ex: WebCT
• VSC
– Virtual Synchronous Classroom
– Real time. Ex: Centra or Sametime.
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25. Analysis
Common Terms: E-Learning
Learning Management Systems (LMS)
• Overall infrastructure for managing training:
– Lists of available classes
– Student tracking
• Personal learning path. Which classes they took. Scores.
Learning Content Management Systems (LCMS)
• Management of learning material and assets:
– Word docs, PDFs, graphics, web pages, movies,
simulations, etc.
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26. Analysis
Results of Analysis
• Create an initial proposal
– Summarize your analysis
– Identify the audiences and tasks
– Include high level outline of training modules
– Proposed delivery methods
– Proposed technology
• Provide alternate proposals
– Plan A: Comprehensive. 6 months development.
– Plan B: Less comprehensive. 3 months development.
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27. Analysis
Project Charter (Proposal)
• Defines scope of project
– Incorporate feedback from initial analysis
– Get approval and buy-in from stakeholders
– Project plan with milestone dates.
– Identify sponsor, stakeholders and others involved.
• SMEs, reviewers, technical and other resources.
• Define responsibilities and time availability for input and
feedback
– Communication strategy for this group.
– Rollout plan for training.
– Plan for handling Scope Creep and RAID.
• Risks, assumptions, issues, and dependencies
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28. Design
Design
ADDIE
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29. Design
Design Phase
• Using information from the analysis phase:
– Outline modules and lessons.
– Create detailed instructional objectives for all
modules and lessons.
– Create sequence of learning.
– Determine the delivery method for each portion of
the training.
– Establish look and feel of user interface.
– Design assessment strategy to match the objectives.
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30. Design
Types of Knowledge Skills
Less Evaluation: Apply judgement
Structured
Synthesis: Put together elements
Analysis: Break down into elements
Application: Apply abstract information
More Comprehension: Fully understand concepts
Structured Knowledge: Recall facts and information
Adopted from B. Bloom & D. Krathwohl, Taxonomy of Educational Objectives, Handbook 1 : Cognitive Domain. London: Longman, 1984.
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31. Design
Instructional Objectives
• Create detailed instructional objectives for all
modules and lessons.
– Be specific about what they should be able to
accomplish after completing a section.
– For example:
• State the benefits of using this tool
• Install the software on a computer
• Develop and run a report
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32. Design
Sample Training Grid
Cross Reference
• 3 Audiences
• 10 Sets of
training
materials
Includes:
• Recommended
courses
• Recommended
sequence
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33. Design
User Interface
• Goal is consistent U.I.
– Looks more professional
– Easier for student to navigate through material
• Examples:
– Templates - Paper and online
– User interface for web delivery
• Navigation
• Online quizzes
• Simulations
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34. Design
Prototype
• Very useful to create a prototype or pilot
– Especially if using new technology
• Validate with stakeholders and SMEs
• Receive feedback early in the process
• Example of possible issues:
– Problems with plug-ins for web browser.
– Users who travel may prefer to download material
rather than connect to network.
– Security issues.
• Make necessary corrections
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35. Development
Development
Development
ADDIE
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36. Development
Project Plan
• Use project planning methodology for large
scale projects.
– Keep on track with milestone dates.
– Provides a clear view of interdependencies
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37. Development
Content Production
• Incorporate feedback from prototype
• Create the module and lesson content for the
selected delivery methods.
• Create storyboards for development of
simulations.
• Include appropriate exercises, interactions,
and activities to enhance learning.
• If appropriate, plan group activities.
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38. Development
Assessments
• Develop assessments that tie into the
learning objectives.
• Could include:
– Pre-assessment
– Quizzes during training
– Post-assessment
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39. Development
Review
• Subject Matter Expert (SME) Review
– Completeness and accuracy
– Due date for feedback
– Allow time to incorporate their feedback
• Editor
– Formatting and standards
– Corporate branding
• Quality Assurance (QA)
– Test interface and links in technology solutions
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40. Development
Related Media
• Prepare any related media for learning.
• For example, set up data and environment for
training on software application.
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41. Implementation
Implementation
ADDIE
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42. Implementation
Implementation Phase
• Roll out training
– May be done with launch of new product.
• Announce availability of training
– Course catalog listings.
– Email, newsletter.
– Target employees that management wants to take
the training.
• Mandatory training
– Announcement should come from senior level
management.
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43. Implementation
Implementation Phase
• Produce materials
– Copies of paper materials
– Upload files for online training
• Deliver training
– Hand over to trainers (ILT)
– Instructions on how to work with materials
– Monitor initial training session
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44. Evaluation
Evaluation
ADDIE
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45. Evaluation
Types of Evaluation
• Evaluate the students
– Did they find the class useful?
– Did they learn the material?
• Evaluate the class itself
– Was it effective?
– Did it accomplish the objectives?
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46. Evaluation
Why Evaluate Training?
• Ensure that training is effective
– Materials
– Instructors
– Facilities
– Delivery methods
• Prove return on training investment (ROI)
• Reality check
– Did the training work as planned?
– Was your analysis correct?
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47. Evaluation
Why Test Students?
• Evaluate training effectiveness
• Use to reinforce training
– Learners may not read a summary thoroughly, but
you can present the same information in a test
format, which forces them to read it.
• Can boost confidence of learners
– New employees
– Using new skills
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48. Evaluation
Evaluating Training Programs
Donald Kirkpatrick: 4 Levels of evaluation
– Level 1 - Reaction/Satisfaction: Did they like it?
• ASTD study (1994): 75% of US companies use this.
– Level 2 - Learning: Did they learn it?
• ASTD: 41% of US companies.
– Level 3 - Transfer/Application
• Apply it to their job? (Difficult to measure.)
– Level 4 - Business Results
• Make a business difference? (Difficult to measure.)
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49. Evaluation
Level 1: Did they like it?
• AKA Smile Sheets.
• Questions about:
– Course:
• Were objectives met
• Would you recommend it to others
• Will you be able to apply it to your job
• Course length
• Classroom conditions
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50. Evaluation
Level 1: Did they like it?
• Questions about
– Instructor
• Knowledgeable
• Answered questions
• Paced class appropriately
• Encouraged interaction
• Provided real-life examples
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51. Evaluation
Level 1: Did they like it?
• Questions about
– Course materials
• Detailed enough
• Matched topic covered
• Provided real-life examples
• Contained practice exercises
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52. Evaluation
Level 1: Did they like it?
• Questions about
– Distance education
• Online materials well-organized
• Variety of learning activities
• Activities for sharing information with others
• Technical difficulties
• Would they take another distance ed class
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53. Evaluation
Level 2 - Did they learn it?
Option:
• Learner self-assessments
– Assess their learning and ability to apply it to the job.
– Difficult to validate due to subjectivity
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54. Evaluation
Level 2 - Did they learn it?
Option:
• Testing
– Simulations or final projects
• Great testing tools but potentially expensive because of
the time involved.
– Hands-on exam
• May be necessary for certain types of skills.
– Delivering presentations. Driving a car. Sailing a boat.
– Written tests
• Most commonly used method
• Cost effective and relatively simple to create.
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55. Evaluation
Standardized Forms
• Important to develop and use a standardized
form for each delivery method.
• Makes it easier to compare results and
measure them over time.
• Easier for learners to consistently fill out for
multiple classes.
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56. Evaluation
Assess Knowledge Skills
Knowledge Skills Assessment Methods
•Evaluation: Apply judgement •Assess, critique, measure.
•Synthesis: Put together elements •Design, formulate, predict.
•Analysis: Break down into elements •Conclude, contrast, infer.
•Application: Apply abstract information •Compute, interpret, use.
•Comprehension: Understand concepts •Classify, explain, summarize.
•Knowledge: Recall facts and information •Identify, list, match.
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57. Evaluation
Guidelines for Evaluation
• Use questions that measure the appropriate
learning level.
• Questions should map to learning objectives.
• Questions should mimic the resources
available back on the job.
• Phrase the questions to match the lowest
potential reading level of the learners.
• Pilot the test.
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58. Evaluation
Checklist for Questions
• Contain important content, not trivial
• Plausible choices
• Clear directions on responding
• List choices in a logical order
• Use clear and concise wording
• Use wording at appropriate reading level
• Map to the learning objectives
• Relate to the learner’s work environment
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59. Evaluation
Suggested Strategy
• Pre-assessment
– Measure baseline knowledge. Do not report scores
• Quizzes
– Reinforce learning. Provide immediate feedback.
– Prepares for post-assessment. Do not report scores
• Assignments and exercises
– Measures success of training. Report scores
• Post-assessment
– Measures overall success of training. Report scores
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60. Evaluation
Credentialing Issues
• Potential Human Resource issues in:
– Promotions, raises, bonuses, terminations.
• For test results to be defensible in court, you
must prove both:
– Validity: Measure the specific skills defined in the
learning objectives.
– Reliability: Test must perform consistently.
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61. Time Tracking
Time Tracking
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62. Time Tracking
Time Tracking
• Track the time that is spent on each aspect
of the project: ADDIE
• Use for cost/benefit analysis of this and other
projects.
• Useful for planning future projects.
• Compare
– Costs of course development
– Numbers of students trained
– Results of evaluations
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63. Resources for
Resources for
More Information
More Information
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64. Resources: Organizations
• Society for Technical Communication
– www.stc.org
• American Society for Training & Development
– www.astd.org
• New England Learning Association (NELA)
– www.nelearning.org
• eLearning Guild
– www.elearningguild.com
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65. Resources: Organizations
• Chief Learning Officer magazine
– www.clomedia.com
• Learning Circuits
– www.learningcircuits.org/
• Brandon Hall
– www.brandon-hall.com
• Masie Center
– www.masie.com
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66. Resources: Books
• Michael Allen
– Guide to E-Learning
• Walter Dick & Lou Carey
– Systematic Design of Instruction
• Margaret Driscoll
– Web-Based Training
• Edward R. Tufte
– Visual Display of Quantitative Information
• William Horton
– Designing Web-Based Training
• Jan White
– Graphic Design for the Electronic Age
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67. Questions?
Questions?
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