The ADDIE Model is an Instructional Systems Design (ISD) model which is used by instructional designers and content developers to create instructional course materials. The model has been adopted as the standard method by many instructional designers because of its flexibility.


The ADDIE Model of instruction systems design (ISD) was first developed for the U.S. Army during the 1970s by Florida State University’s Center for Educational Technology. ADDIE is an acronym for the five-phase courseware development program of analysis, design, development, implementation and evaluation.


The instructional problem, instructional goals and objectives are established and existing knowledge, skills and learning environment are identified. 


The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic - a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals and specific - each element of the instructional design plan must be executed with attention to details. Instructional strategies are applied according to the intended behavioral outcomes by domain (cognitive, affective and psychomotor), 


The content is created and assembled based on the findings of the design phase. Storyboards are created and graphic design is applied. Testers debug materials and procedures. The project is reviewed and revised according to feedback.


This phase focuses on developing procedures for training both facilitators and learners. Facilitators' training should explain the curriculum, learning outcomes, method of delivery and testing procedures. Student preparation includes training in the use of new software and hardware. Preparation of learning materials including books, tools, CD-ROMs and software is conducted and the website tested. 


The evaluation phase consists of two parts: formative and summative. Formative is ongoing throughout the design process. Summative evaluation is conducted on finished instructional programs. Its purpose is to ensure that all stated goals of the learning process will meet the specified needs.

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