ADDIE Model

In the analysis stage, the instructional designer (ID) figures out where there is a disconnect between what should be known and what is known, why it is important to address that disconnect with instruction, who the instruction will target, and what resources will be needed. Overall instructional goals are set.

​In the design stage, the specific learning objectives are set (and often assessments of whether these goals are met are created). The basic framework for the course is established through things like storyboarding, draft a course diagram, or outlining course components. The method of delivery is often chosen at this time as well. For online delivery, a style should be established.

In the development stage, learning materials are created and curated such that learners can reach the learning goals set in the “Design” stage. It is a best practice to create a representative portion of the learning experience and have that approved by any relevant bodies prior to developing the entire learning experience. After the learning experience is ready, ideally a pilot test would be done.

In the implementation stage, the ID prepares the instructor, if applicable, to lead the course. Students are prepared by having them gather any necessary materials, assuring their technological requirements, and making sure they have the necessary knowledge to start the course.  Students are engaged in the course.

In the evaluation stage, the quality of the learning experience, including how well the experience allows learnings to reach the stated learning objectives is assessed. While this is a “stage” in the model. Evaluation, far more than other stages, occurs throughout the process. While there should be a summative evaluation after implementation occurs. Formative evaluation may occur at many times throughout the process. The feedback from these evaluations is then used to improve the course.