Instructional Design: The ADDIE Approach

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1 Instructional Design: The ADDIE Approach

3 Robert Maribe Branch Instructional Design: The ADDIE Approach 13

4 Robert Maribe Branch Department of Educational Psychology and Instructional Technology University of Georgia 604 Aderhold Hall Athens, GA USA ISBN e-isbn DOI / Springer New York Dordrecht Heidelberg London Library of Congress Control Number: # Springer ScienceþBusiness Media, LLC 2009 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer ScienceþBusiness Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (

5 Acknowledgments I am grateful to my former colleagues in the Department of Instructional Design, Development and Evaluation at Syracuse University and my current colleagues in the Learning, Design, and Technology program at The University of Georgia for both allowing me to learn how to teach instructional design and encouraging me to share my use of ADDIE as an approach to instructional design. I want to acknowledge the following members of the training department at Universal Instruments in Binghamton, New York, during the early to mid- 1990s who helped shape some of my initial perceptions about authentic training development environments: Patricia Wrobel, Corporate Training Manager, Gregory Taylor, Customer Training Manager, and trainers Steve Austin, Charles Brown, Adolfo Lopez, and Edward Milot who comprised the ad hoc Instructional Design Group. I look forward to the continued support of colleagues like Dr. Wendy Thompson, an Instructional Designer at the Charles Drew Biomedical Institute in Washington, DC, and my colleagues from a time back at the United States Bureau of the Census who provided opportunities for me to demonstrate the effectiveness of the ADDIE approach to instructional design with national implications. I wish to thank Ted Lehne of the Learning Services Division at Delta Air Lines, Susan Greathead, President of Lead America Corporation, and Lynn Miller, Senior Enterprise Associate at the Center for Creative Leadership for their inspiration. v

7 Contents Prologue Introduction Learning Space Principles of Instructional Design The Systems Concept A Partnering Process ADDIE: An Overview Organization of the Book Summary Analyze Introduction to Analyze Phase Validate the Performance Gap Sample Performance Discrepancies Sample Performance Assessment Purpose Statement Guidelines for Composing a Purpose Statement Determine Instructional Goals Confirm the Intended Audience Group Identifications General Characteristics Numbers of Students Location of Students Experience Levels Attitudes Skills that Impact Potential to Succeed in the Learning Environment Identify Required Resources Content Resources Technology Resources Instructional Facilities Human Resources vii

8 viii Contents Determine Potential Delivery System Nine-Step Estimation Procedure Compose a Project Management Plan Result: Analysis Summary Design Introduction to Design Phase Conduct a Task Inventory Assumptions Performance Task Step 1: Repeat the Purpose Statement Step 2: Reaffirm the Instructional Goals Step 3: Identify the Essential Performance Tasks Guidelines for Constructing a Task Inventory Compose Performance Objectives Generate Testing Strategies Performance Match Condition Match Criteria Match Calculate Return on Investment What Do the Figures Mean? Cost/Benefit for the Sample Case Example Result: Design Brief Develop Introduction to Develop Phase Generate Content Instructional Strategies: Concept Instructional Strategies: Theory Beginning Activities Middle Activities Ending Activities Instructional Strategies: Practice Select or Develop Media Media: Concept Media: Theory Auditory Visual Kinesthetic Media: Practice Develop Guidance for the Student Guidance for the Student: Practice Title Page

9 Contents ix Copyright Acknowledgments Table of Contents Body Glossary Appendix Format Content Presentation Exercise Presentation Sequence Quality Clarity Accuracy Consistency Develop Guidance for the Teacher Conduct Formative Revisions Conduct a Pilot Test Result: Learning Resources Implement Introduction to Implement Prepare the Teacher Prepare the Student Result: An Implementation Strategy Evaluate Introduction to Evaluate Determine Evaluation Criteria Level 1: Perception Level 2: Learning Level 3: Performance Select Evaluation Tools Conduct Evaluations Result: An Evaluation Plan Epilogue Appendix A Firefighters for the Digital Age: A Practice Case Introduction Context Primary Characters (This section should be completed by your design team) CaseEvents

10 x Contents Appendix B Self-Test of Instructional Design Knowledge Choose the Best Answer for Each Item Answer Key Glossary Bibliography Books Book Chapters Article Internet Index

Instructional Design: The ADDIE Approach

Instructional Design: The ADDIE Approach Robert Maribe Branch Instructional Design: The ADDIE Approach 13 Robert Maribe Branch Department of Educational Psychology and Instructional Technology University