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1. Find a resource (article, video, document, etc.) related to backwards design or ADDIE that you think would be helpful for Assignment 2

2. Create a post that includes:

Your resource as an attachment

The name/title of your resource

Why you chose this resource

How it specifically applies to Assignment 2

Note : Please ensure your explanation is detailed enough to help your classmates understand the value of your chosen resource.

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I find the videos on this resource super helpful in explaining each phase of the ADDIE model.

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The acronym "ADDIE" stands for Analyze, Design, Develop, Implement, and Evaluate. It is an Instructional Design model that has withstood the test of time and use. It is simply a "device" to help us think through a course's design. Though the model appears linear, it does not have to be followed rigidly or in a linear approach, especially if you already have course materials developed.

Contents

Analysis Phase

In the analysis phase, the instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner's existing knowledge and skills are identified.

Here are some questions to think about during the analysis phase:

Who your learners are

What are the overall goals you are trying to achieve

What are the overall knowledge, skills, attitudes, and behaviors that need to be taught

What is the amount and level of necessary content

What resources are required and available

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Design Phase

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 and specific.

Here are some questions that should be answered during the design phase:

How will the content and activities be sequenced, presented and reinforced

What are the objectives of each session/unit

What skills or outcomes are you hoping to achieve for each

What methodology will you use to achieve each objective

What media/resources will be used in the instruction

How will you assess the students' understanding of the material

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Development Phase

The development phase is where instructional designers and developers create and assemble the content assets that were blueprinted in the design phase. In this phase, storyboards are created, content is written and graphics are designed. If elearning is involved, programmers work to develop and/or integrate technologies.

During the development phase, these questions should be answered:

How do I create a lesson plan

How should the content be organized

What instructor and student activities should be included

How do I provide practice for students

What media should I use when teaching

How can I present conï¬rming and corrective feedback

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Implementation Phase

During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators' training should cover the course curriculum, learning outcomes, methods of delivery, and testing procedures.

These questions should be answered when carrying out the implementation phase:

How do I motivate students

How do I introduce the lesson

What kinds of questions are best to use

How do I use PowerPoint slides or other presentation media

How do I summarize and review each lesson or presentation

How do I use my time wisely during the lesson

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Evaluation Phase

The evaluation phase plays an important role in the beginning and at the end of the process. Evaluation objectives reflect much of the discoveries found in the Analysis process. These discoveries include the objectives and expectations of the learner. When looking at the process, you must avoid the thought that it is structured in chronological order. Rather, the ADDIE Model is a continuous circle with overlapping boundaries. Of all of the process phases, the evaluation phase is the lest understood.

Here are some questions that should be answered during the evaluation phase:

How do I know if my course has been successful

Which experts should review the materials before a course is presented to students

Which changes should be made to improve the course after it is presented

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Additional Resources

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The acronym "ADDIE" stands for Analyze, Design, Develop, Implement, and Evaluate. It is an Instructional Design model that has withstood the test of time and use. It is simply a "device" to help us think through a course's design. Though the model appears linear, it does not have to be followed rigidly or in a...

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This website explains each component of the ADDIE model, which can be utilized when assessing the tool for backward design.

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When planning an eLearning course or curriculum, it's easy to get bogged down in the details. Details are important, but with the right process, multiple inputs can be wrangled into an engaging eLearning course that meets the needs of your learners.

But how do you know what your learners need? It takes time to figure it out.

What is ADDIE Training Model? #

ADDIE training is a learning development model for Analysis, Design, Development, Implementation, and Evaluation. It's a more time-consuming process than the SAM model, but it's a complete cycle focusing on getting it right the first time. With ADDIE, a solution spends more time developing, where designers tweak and perfect the details before launch.

While some instructional designers might dismiss ADDIE as a throwback approach that limits creativity, there's something to be said for doing everything you can to get it right the first time.

In ADDIE the design team carefully considers each step before moving onto the next one: imagine a writer penning several drafts of a chapter, creating a mountain of balled up pages before they're satisfied-then repeating the process again for each chapter. Let's take a look at each step.

This phase requires a complete analysis of the instructional goals and objectives. The team is hammering out answers to these questions - and more:

What's the learning environment?

Do you need to offer training in multiple locations? Does the course content require role-playing and hands-on skill building? What's the technical situation? Do your learners have access to wi-fi and smart phones? Are there limiting factors such as technical resources, time, and financial investment?

Who is the audience?

What is the demographic of your learners (age, level of education, cultural background, etc.)? Are they familiar with digital learning? Do they have desk jobs or are they skilled laborers? Do they have previous knowledge of the course topic? How much time do they have to devote to learning? Are there barriers for achieving their professional goals? If so-what are they? What specific skills do they have, and what are the performance gaps?

What problem are you trying to solve?

Skills deficits? Communication issues? Lack of diversity awareness?

What are the expectations?

Are learners required to take the course? Do they expect this course to solve a problem, help them learn a new skill, or move up the ladder in their company? Would the course address the "what's in it for me?" question? What do you want learners to achieve?

How do learners prefer to learn?

The answer to this question will help you determine the best delivery tool. Find out whether your learners prefer face-to-face learning, hands-on skill-building, or a mixture of both, which would point you to a blended learning approach.

Now that you know your audience, the next step in the ADDIE model is to think about creating a course that fills in the gaps. This is where you:

Determine learning objectives

Create content outlines

Develop scripts

Select the user interface and environment (web based? LMS? Face-to face instruction? Gamification? Instructional storytelling? mLearning? Videos? A blended learning approach?)

Map out time frames for each activity

Choose the course progression (linear or based on skill achievement? Can learners opt out of parts of the course through assessment? Can learners go at their own pace?)

Choose the assessment method

After all of these elements are determined, you're ready to create storyboards so you can see the big picture.

Ready, set, action! Now it's time to bring those storyboards to life.

Look back at the previous steps to make sure you're focusing on your audience and the best way to reach them. This is where you create a prototype for the customer to make sure you're on the right track.

If you get the green light, start creating course content-videos, audio, animations, assessments, graphics, hands-on tasks, instructional guides, multimedia presentations-whatever the team determined was the best delivery method in the DESIGN phase.

This is also where you choose the look and feel of the course, which includes fonts, colors, and other design elements that reflect the learning environment culture.

Instead of creating the entire course then dumping it all at once on your reviewers, it's a good idea to divide the course into modules to save development time. This way, while the customer and/or QA is reviewing a module, the development team can continue working on the next one.

Pay attention to your Quality Assurance colleagues, who have the end user in mind, and are also really good at catching simple typos and more complex structural errors. Build, test, then rebuild: remember-the key to the ADDIE is iteration!

This is also the time to reach back again to the DESIGN phase to make sure the timing is right. If the course is taking too much time to complete, it might be time for the chopping block.

This is the nail biter stage where you find out whether the design team paid close attention to the previous three steps: it's time to present and teach the course material to your learners. Here, you're not only paying attention to learners' (and instructors', if that applies) reactions to the course itself, you're also looking at whether the delivery method is working. Were there hiccups in accessing the LMS? Did learners have adequate wi-fi coverage? Were the instructors prepared? Did learners need constant guidance? Did the assessments tell you what you needed to know? Did the learners achieve the learning outcomes you set out to achieve?

The development isn't over yet; you're paying attention to learner feedback so you can make the course even better.

You paid attention to everything you learned in the implementation stage and delivered the course. So, how'd you do? Did the learners learn what you wanted them to learn? Were they able to apply new skills? Were they motivated to learn? You can find out by checking assessment targets through the LMS, surveying learners and instructors, conducting interviews-whatever method you choose to get feedback.

Based on that feedback, you can evaluate whether or not you achieved the goals you identified in the ANALYSIS phase, and, based on the answer, either forge ahead, make a few tweaks, or begin the ADDIE process anew.

The thing is, if you did everything right-allowing for an iterative process, completing each stage before beginning the next one, paying attention to your original course objectives, acting on feedback from your team, client, learners, and instructors-you have a pretty good chance of getting it right the first time.

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What is ADDIE? Your Complete Guide to the ADDIE Model

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What is the ADDIE model of instructional design? ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation.

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While not supportive of Backwards Design or ADDIE, this and Purdue OWL are the fastest and best explanations for APA rules and guidelines

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APA Style provides a foundation for effective scholarly communication because it helps writers present their ideas in a clear, concise, and inclusive manner. When style works best, ideas flow logically, sources are credited appropriately, and papers are organized predictably. People are described using language that affirms their worth and dignity. Authors plan for ethical compliance and report critical details of their research protocol to allow readers to evaluate findings and other researchers to potentially replicate the studies. Tables and figures present information in an engaging, readable manner.

The style and grammar guidelines pages present information about APA Style as described in the Publication Manual of the American Psychological Association, Seventh Edition and the Concise Guide to APA Style, Seventh Edition. Any updates to APA Style are noted on the applicable topic pages. If you are still using the sixth edition, helpful resources are available in the sixth edition archive.

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APA Style guidelines encourage writers to fully disclose essential information and allow readers to dispense with minor distractions, such as inconsistencies or omissions in punctuation, capitalization, reference citations, and presentation of statistics.

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Dr. Shelley Moore provides useful templates and articles related to Backwards Design.Check out this link https://blogsomemoore.com/backwards-design-resources/#:~:text=British%20Columbia,AB%20Examples

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D2L - What is the ADDIE Model of Instructional Design

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D2L - What is the ADDIE Model of Instructional Design

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I chose this resource because I like the way it breaks down the ADDIE model into clear sections and gives clear examples every step of the way. I also like the examples of the ADDIE model being used in K12 instruction AND higher education.

It would be helpful to keep this handy while working through Assignment 2 to ensure your tool meets diverse learner needs through backwards design.

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What Is the ADDIE Model of Instructional Design

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Understand what the ADDIE model of instructional design is and how it can help learners achieve their educational goals.

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The ADDIE model from AIHR (Analysis → Design → Develop → Implement → Evaluate) gives you a clear, step-by-step roadmap to structure Assignment 2

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The ADDIE model is an instructional design tool that can help HR and training professionals create, organize and streamline effective learning and development programs in their organization. Although developed in the 1970s, the ADDIE training model remains the most commonly used model for instructional design because it's simple yet highly effective.

In this article, we'll explore what the ADDIE model is in detail, the advantages and disadvantages of the model, and some ADDIE model examples so that you can start using it today.

Contents
What is the ADDIE model?
Advantages and disadvantages of the ADDIE model
The 5 phases of the ADDIE model
ADDIE model examples
Rapid instructional design
FAQ

What is the ADDIE model?

ADDIE is a leading learning development model used for instructional design, which is the complete process of designing, developing, and serving learning content. The model is often used to design training and learning & development programs in organizations.

ADDIE stands for:

These are the five stages of the learning development process. ADDIE training model provides a streamlined, structured framework that helps you create an effective learning product, whether that's delivered through an online or offline training program, a coaching session, a presentation, or an information booklet.

ADDIE helps identify the learning need in a structured way and ensures all learning activities serve that goal, which offers an integrated approach to learning. It also guides measuring learning effectiveness because job behaviors, knowledge, and skills are clearly defined within the framework.

In the ADDIE model, each stage must be carried out in order and carefully considered before moving on. Reflection and feedback at each stage ensure continuous improvement.

Advantages and disadvantages of the ADDIE model

Although it is considered a leading learning development model, there are multiple advantages and disadvantages of the ADDIE model, as with all models.

Advantages of the ADDIE Model

Adaptability - ADDIE instructional design model is highly adaptable and can be used across industries, disciplines, and learning environments. It can be tailored for different scale projects as well as individual or group learning.

Consistency - ADDIE model of training provides a structured approach to instructional design, which can boost efficiency and consistency in the quality of course development.

Iteration opportunities - ADDIE is an iterative model, which means it allows for feedback and changes at each stage of development to ensure the final product meets the desired learning objectives.

Evaluation component - There is an evaluation component to the ADDIE model that allows businesses to measure the effectiveness of the instructional content. That is useful in identifying key areas of improvement for future iterations.

Disadvantages of the ADDIE Model

Linear process - The ADDIE method follows a linear process that may not be flexible or creative enough to address complex learning needs.

Being resource-intensive - Using the ADDIE model for instructional design can be a lengthy process that also requires significant resources. It may be challenging for smaller organizations with fewer resources to implement.

Lack of emphasis on user experience - While organizations have been increasingly focusing on digital employee experience, including in training, the ADDIE model doesn't have a strong focus on user experience. That can lead to unengaging instruction and poor learning outcomes for employees.

The 5 phases of the ADDIE model

Let's take a closer look at the 5 phases of the ADDIE model of instructional design: Analyze, Design, Develop, Implement, and Evaluate.

Analyze

In the Analyze phase of the ADDIE process, the first task is to identify the problem you're trying to solve. For example, maybe it's poor sales, a non-inclusive culture, or a lack of skills to move to a more digitized organization. From here, you can identify the core business problem and decide whether it can be solved through effective training, or if other organizational development interventions will be more effective. Instructional designers also need to determine and manage stakeholders' needs.

Some helpful questions to ask are:

What is the purpose of the training?

Why should we do it?

What is the desired change?

Will the training be effective in creating this change?

In the Analyze phase, the training needs analysis (TNA) process helps identify the gap between the actual and desired skills, knowledge, and abilities. With these findings, you can define learning goals and base the training on these.

During this phase, it's crucial to determine a target audience. You can create one or more trainee "personas" who display the general characteristics, knowledge, and experience of your target audience. Recognizing their needs and expectations will enable you to actively manage these, tailor your training to your audience and make it more relatable.

"To ensure success when using the ADDIE model, it's essential to have a clear understanding of your target audience and focus on setting clear and measurable learning objectives. This helps guide the content development process and ensures that learners are achieving their desired learning outcomes," explains Anchal Dhingra, Learning Consulting Manager at AIHR.

Based on all the information gathered in the Analyze phase, you can also map out the resources required for the training. This includes the number of training hours, duration, required budget, facilities, and additional information.

Once you've collated all of this information, you can create a full training plan, which will include the who, what, when, where, why, and how of the training.

Design

In the Design phase of the ADDIE model, you translate all the information collated in the Analyze phase into a learning design.

An outline is created that structures the learning intervention and specifies learning objectives for each workshop or lesson. This will include a strategy, delivery methods (e.g., online, offline, blended), lessons, duration, assessment, and feedback.

In this phase, you also select an appropriate evaluation method will be from a learning design standpoint. Based on Kirkpatrick's model, effectiveness can be measured on different levels.

Not every training justifies measurements on all levels. Measuring reactions to the training may suffice for simpler training. As a rule of thumb, a full impact analysis, or training Return-on-Investment (ROI) calculation, is only justified in 5% of all training, specifically for training with a high investment that tackles a critical business issue ( Philips, 2003).

The next step is to create a storyboard and/or prototype so that you can easily communicate the value of the training, particularly to stakeholders. It's important to brief stakeholders and update them on the learning goals and learning design choices made in this phase. Make sure to align with them before you move to the next phase.

Develop

In the Develop phase, you will use your storyboards and/or prototypes as a guide to creating your courses. You've already decided on the core learning objectives. Now it's time to start bringing the training to life.

Consider how the training will be delivered: In-person, online, or a mix of the two (a blended approach)? What will be the instructional strategies, media, and methods? Learning interventions often use multiple methods and ways to deliver the content.

Once you've decided, you can then think about whether you want to build this in-house or with an external provider. It's equally important to decide where it will be hosted and what software and tools you will need (e.g., video conferencing software like Zoom, vendor's platform, or an LMS).

"Technology is always evolving, and as a result, the tools we use to create learning content are constantly changing too. However, despite these changes, the ADDIE model has remained a timeless framework for instructional design. This is because the ADDIE process describes the fundamental steps needed to develop a learning program, which apply regardless of the tools or technology being used.

While specific tools and methods may vary, the ADDIE model provides a structure for the design, development, and delivery of effective learning programs that has stood the test of time. It's no surprise that ADDIE has become the standard for learning content production worldwide."
Nikola Velickovic, Learning Consultant at AIHR

Building the learning product in line with the design represents the bulk of the work in the development phase. You may outsource this part to a trainer who is a subject matter expert or a training organization with relevant knowledge. It is the role of the instructional designer to ensure that the learning product will align with the specifications of the design and the findings in the TNA.

Once you've created your course, test for errors like grammar and spelling and ease of navigation. This is not a simple case of clicking through the course but more about content accuracy and utility of navigation. Is your learner able to progress through the course in the way you designed? Is it engaging? What is the duration like?

Conduct pilots and product reviews where different people (including you) test the learning product and training materials. You may want to use web-based tools like Survey Monkey or Qualtrics for users to evaluate the training.

HR Tip

"Incorporate interactivity and engagement into your training materials when using the ADDIE model. This can be achieved through activities, assessments, and simulations, which help reinforce learning and create a more immersive learning experience for your learners."
Anchal Dhingra, Learning Consulting Manager at AIHR

The final step is to develop a communication strategy to reinforce the importance of learning to your audience. How can you encourage them to devote time and attention to learning? How can you help them prioritize this at work while managing their main job responsibilities? Creating a clear communication strategy will make the learning top-of-mind and help to create more impact.

Once you've completed the development stage, it's time for implementation - the training can commence!

Implement

The implementation stage focuses on the delivery of the training and project management. This includes communicating with learners, logistics, data collection, and training trainers for global roll-outs of the learning program.

The training delivery is the key element in this phase. Are there any extra guides or manuals the learners need? How about FAQs that may come up along the way? What is the protocol if users experience technical difficulties during the training? It's a sensible idea to have additional IT support on hand and let learners know who to contact.

Is there a need for side programs that provide extra support to learners in addition to the main program? These can include weekly one-to-one or group coaching or webinars to deepen the learning and answer any questions the learners might have.

Do any need to make any physical changes in the work environment for certain training activities? For example, extra posters, props, or symbols that reinforce key messages learned.

Now it's time to share your course or training with your learners. In most cases, courses are uploaded to an LMS, with pre-set delivery options including who is enrolled, pass rates, and collection of feedback, as well as delivery, tracking, and reporting. But this will depend on what you decided in the design phase.

Think about how you can create a buzz around the new learning program and shine a spotlight on desired behaviors. Make sure to give learners ample notice about the start and completion dates of the program.

While evaluation is the next and last stage of the ADDIE model, you can already start gathering your data in the implementation phase of the instructional design process.

Depending on the choices made in the analysis phase, you can use different methods for training evaluation. These can include training evaluation forms and pre-and post-training assessments, potentially with a control group. Commonly used instruments are questionnaires, interviews, observations, knowledge assessments, work assessments, 360-degree feedback, and work output data. Some of these activities fall under the next phase, evaluation.

Evaluation

Evaluation is an integral part of every stage of the ADDIE learning model, but it also gets its own phase. As soon as you deliver your first course or workshop, you want immediate (and continuous) feedback so that you can implement improvements.

It's important to evaluate at the design, development, and delivery stages and continuously evaluate all elements of the program. After your training is first delivered, there will likely be feedback and questions that were not spotted earlier. Addressing these quickly will immediately improve the training.

At the evaluation phase, you can formally evaluate the learning program using post-assessments, observations, or productivity data. All of these sources will highlight what people learned, how they've applied it, and the results achieved.

The instructional design team should evaluate what went well, what can be improved, and learn as a team. Make a list of improvements that the training program needs and implement these before the next training. If the program is going to be shelved, you can still record these improvements so that when the same (or a similar) program is used in the future, these learnings are not lost.

Using your formal evaluation, decide to what degree your initial training met the objectives and goals from the analysis phase. Feed these results back to your stakeholders and inquire about their satisfaction with the training program, as this will provide excellent input for future programs.

Below is a summary of the 5 stages of the ADDIE model for instructional design:

1. Analyze

Problem identification
Training needs analysis
Identify top-level learning goal
Determine target audience
Identify stakeholder needs
Map required resources

Create a learning intervention outline
High-level mapping of learning intervention
Mapping of evaluation methods
Development of a communication strategy
Alignment with stakeholders

Determine the delivery method
Production of the learning product
Determine the instructional strategies, media, and methods
Quality evaluation
Development and evaluation of assessments & tooling
Deployment of learning technology
Development of a communication strategy

Participation in side programs
Training delivery & participation
Changes in the physical environment
Implementation of communication plan
Execution of formal evaluation

Integral part of each step
Evaluation
Continuous learning
Propose points of improvements
Evaluation of the business case

ADDIE model examples

Training for sales representatives

The focus of this sample training plan for sales representatives is on improving sales skills like rapport building, prospecting, presenting, and negotiating. Training methods such as role-playing will be used to reinforce these skills, while visual aids like infographics will be used to keep the trainees engaged.

Training for public speaking & presentations

This sample employee training plan will focus on improving public speaking skills including, communication, clarity, connecting with the audience, projecting the voice, tone of voice, creating note cards, designing an engaging slideshow presentation, and body language.

Trainees will build these skills through training methods such as in-person practice sessions. They will also receive theory instruction to gain knowledge of what makes a great presentation.

The biggest drawback of going through the ADDIE model process is its speed, or rather, the lack of it. The output of the previous step serves as the input for the next step. This is similar to the traditional 'waterfall' method. This approach takes a long time, during which the learning and content needs may change. This can lead to a misfit between the end product and the reason why the process was started in the first place. Rapid instructional design offers a potential solution.

Rapid instructional design

Rapid instructional design is a more agile approach to instructional design. It's based on rapid development techniques, which originate from software development, and are applied to instructional design. It's a continuing process, with new aspects being added and evaluated until the program is completed.

The aim is to create a proof of concept (POC) and have learners and/or stakeholders interact with it on a continuous basis and provide feedback. This feedback is then incorporated into the next POC until the product is finished. Rapid instructional design comprises five steps:

1. Definition - Initial definition of learning goals and requirements

2. Prototyping - Rapid prototyping of a proof of concept

3. Evaluation - Evaluation of the prototype with stakeholders, followed by iterative improvements and adjustments of goals and requirements based on the POC

4. Implementation - Implementation of the adjusted goals and requirements in an upgraded version of the POC

5. Repeat - Steps 2-4 are repeated until the learning goals are achieved

This is an iterative approach built on the principles of build-measure-learn, as commonly practiced in the lean methodology.

The figure below shows this iterative process. Prototypes are developed at a rapid pace and continuously aligned with the project planning and project goals. It is not uncommon to have multiple iterations within a specific phase. For example, if the outline does not fit user needs, you will have to iterate the outline (maybe several times) before moving to the design prototype.

An example of this is one of the HR upskilling projects run by AIHR. The training has a blended approach - mostly online learning combined with monthly sessions based on learners' needs. These sessions aim to motivate learners to complete the e-learning while also providing them with assignments and challenges to solve. These are always related to organizational issues and change over time based on current needs. This creates a program in which employees upskill while also contributing to solving organizational issues in these offline workshops, which helps them to apply what they've learned and, ultimately, create business impact.

Before you go

When applied correctly, the ADDIE model can be used in learning and development initiatives across industries and disciplines to improve individual and group learning and meet learning objectives. Its iterative approach allows for vital feedback at each stage of development which ensures the final product meets your original instructional goals while helping you identify key areas for improvement in the future.

FAQ

What is the ADDIE model?

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I found this resource to be helpful because it provides a detailed explanation of each step in ADDIE with specific examples of what that would look like.

The ADDIE model guide and explanation in this resource are helpful for this assignment because they provide a clear, step-by-step framework to design a tool that could effectively support learners. The structured approach can help create a more focused learning experience when working on the digital tool we need to develop.

Kate Bernales

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The Whatfix Blog | Drive Digital Adoption

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ADDIE model represents an iterative, dynamic, and flexible guideline for instructional designers to build effective eLearning courses.

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The article by Liu, Gonzales, and Chan (2021) supports the principles of Backwards Design by supporting the importance of designing digital tools with clear, culturally relevant learning goals in mind. It aligns with Stage 1 of Backwards Design by expressing the learning outcomes that reflect diverse student identities and experiences. It also supports Stage 2 and 3 by highlighting the need for inclusive assessments and learning experiences that are responsive, interactive, and affirming. The article focuses on culturally relevant pedagogy, its emphasis on intentional, equity-driven design complements the backward design process of planning with the end in mind.

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This resource is licensed for your use by Ontario Tech Library. Off-campus access is restricted to members of the Ontario Tech community.

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Understanding by Design by Grant Wiggins and Jay McTighe 

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Understanding by Design by Grant Wiggins and Jay McTighe 

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Why I Chose This Resource:

I chose this resource because it clearly explains the core idea behind Backwards Design: starting with the end goal (what students should understand and be able to do) and planning lessons backwards from that point. Wiggins and McTighe are the original creators of the Backwards Design model, and their writing is practical and easy to understand. The chapter breaks down the three stages Identify Desired Results, Determine Acceptable Evidence, and Plan Learning Experiences and Instruction with examples that are relevant to both classroom and digital tool design.

How It Specifically Applies to Assignment 2:

In Assignment 2, we’re asked to design a digital tool for a specific educational setting. This resource helps frame that process by encouraging us to:

Think about the learning outcomes we want our students/users to achieve with the tool.

Consider how we will know they’ve achieved those outcomes (e.g., built-in assessments or user feedback).

Design the tool’s content and features to support that learning process effectively.

By using the Backwards Design approach from this resource, I can make sure my digital tool is purposeful, targeted, and aligned with curriculum goals or user needs. This structure also helps avoid adding unnecessary features, keeping the design focused and accessible for learners.

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Simple outline of the ADDIE design model, provides good prompt questions and deliverables for each step of the ADDIE model which can assist with Assignment 2.

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How to Apply the ADDIE Model in Learning & Development – drcynthiamarkova.com

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When it comes to designing learning experiences, instructional designers can choose from a number of models to follow. From the backward design model to the successive approximation model, these various design processes all serve to guide instructional designers in conceiving, creating, and continuously evolving learning experiences.

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The ADDIE Model- Develop Interactive and Engaging eLearning Courses

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The ADDIE Model- Develop Interactive and Engaging eLearning Courses

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This resource outlines the five phases of the ADDIE model, highlighting how each stage supports the development of interactive, learner-focused e-learning design. It is helpful for Assignment 2 because it clearly explains each phase, offers practical tips for creating an engaging digital tool, lists the advantages of the ADDIE model, and the ADDIE model adoption in various industries..

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Top eLearning Solutions Companies India, Swift Elearning Services

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ADDIE model is an acronym for a structured instructional design framework consisting of:

1. Analysis
2. Design
3. Development
4. Implementation
5. Evaluation stages

The ADDIE model methodology is used for the creation of e-learning courses effectively and conveniently.

This ADDIE methodology was developed in the Florida State University in 1970.

Although there are many different models and methodologies for the creation of training courses in the e-learning industry, undoubtedly ADDIE is the most convenient and popular of all.

The ADDIE model was initially utilized to create effective military training programs.

Over time, it gained prominence beyond military contexts and became widely adopted across various industries.

Key contributors to the development and evolution of the ADDIE model include:

Robert M. Gagné: Gagné's work on instructional design principles heavily influenced the foundation of the ADDIE model.

His research focused on the conditions of learning and the systematic design of instruction to facilitate learning outcomes.

Walter Wager: Wager played a significant role in the conceptualization and implementation of the ADDIE model.

His contributions helped shape the model into a practical framework for instructional design.

Florida State University's Center for Educational Technology: The collaborative efforts of educators, researchers, and practitioners at the center were instrumental in refining and popularizing the ADDIE model.

Their work laid the groundwork for its widespread adoption in educational and training settings worldwide.

The ADDIE model has since undergone iterations and adaptations to meet the evolving needs of learners and organizations. Its enduring legacy lies in its systematic approach to instructional design, providing a structured framework for creating effective learning experiences across diverse contexts.

The ADDIE model is an instructional design framework used for creating effective learning experiences.

Therefore, many of the e-learning professionals are following ADDIE model because it is efficient, versatile and fulfils the requirements of online training or web based training (WBT). Another benefit of ADDIE is that it enables you to correct the errors made in previous iterations, thus improving the quality of the end product.

Each stage has a deliverable that feeds into the next stage and is an excellent way to learn how to create an effective online course with measurable learning objectives. In this blog, we will have a look on each stage to know the significance of ADDIE model in development of e-learning courses.

The Five Phases of ADDIE Model

Phase 1: Analysis

Analysis involves examining training needs and goals, identifying gaps, and determining the best approach to address them.

Before you start developing any content or training strategies, first step is to analyze the current situation in terms of training, knowledge gaps, course objectives, target audiences, etc., to deliver maximum learning efficiency. Unsurprisingly, the better you study the scope of the training prior to the course creation, the more effective the course output will be.

Prototyping is also done in this phase, where you refine your content and modify your design needs (Navigation and User-Interface) to be effective based on client/SME approval. Once they are satisfied with the direction you have chosen, you can green-light the Instructional Designers/ developers and proceed to the creation of the course.

Analysis helps you gain a clear understanding of:

1. Who is the Target Audience of the course?

For Successful course creation, it is important to think about:

1. Demographic profiles of your target audience like age, gender, education level, computer literacy level, etc.,
2. Who will be using the learning materials - job role?
3. Are those Learners' domain experts or newcomers?
4. What factors influence their learning behaviour?

Identifying and understanding everything about target audience to uncover their needs, is the best way to create engaging and motivational e-learning courses.

Apart from target audience, this phase also addresses the following:

1. What are the desired Learning objectives?
2. What type of learning constraints exist?
3. What are the delivery options?
4. What is the timeline for project completion?

Therefore, in analysis phase the instructional problems is clarified, learning goals and objectives are established and, the learner's knowledge and existing skills are identified.

Phase 2: Design

Design involves planning the course structure, content, and instructional strategies based on the analysis. Creating a blueprint for the learning experience.

The second phase of ADDIE is design. This stage aims to create the structure of the course in two ways i.e., either by the systematic usage of storyboards accompanied by some mind map/ bulleted sketches, or a detailed plan, full of graphic descriptions and schematics. The more detailed you are in your design outline, the easier it will be to get through the development phase.

Another main goal of this phase is, to develop education strategy that comprises of interactivities, assessments, resources and game-elements to help learners better understand and retain the course material. Therefore, be mindful of creating the opportunities for learners to practice the desired skill or behavior. After all, they learn from what you teach.

Things to Consider during this phase are:

1. How much time will learners be able to dedicate to the course?
2. What tools are available for course development?
3. Does the design of your course engage learners with its "Look and feel" nature?

The steps of this phase (Lesson planning) includes:

1. Setting up learning objectives
2. Determine Sequence (Course Structure)
3. Apply instructional design strategy
4. Design the navigation and User Interface
5. Apply visual or graphic design
6. Lastly, quizzes or assessments.

So, this phase plays very important role in complete course creation, as it simplifies the task of imparting knowledge to learners, motivate them using ample of examples, hone their skills and, increase the effectiveness of the e-learning course.

Phase 3: Development

Development involves creating the actual learning materials, including content, multimedia, and assessments, based on the design phase.

In the previous stages, we were chiefly concerned with analyzing and planning the course creation process, now we will focus on effective course development, which is the third stage of ADDIE model.

Actually, development is the building phase where you put your designs/ created content into action using favourite and convenient e-learning authoring tools, which ranges from simple to complex.

During course creation, each functionality should be developed to match the design phase. The careful usage of these functionalities will allow you to present the course in a manner that will appeal to the audience. This catches learner's attention and enhance e-learning experience.

Now, this is the time to test your course quality using user-testing to ensure there are no basic errors such as grammar, spelling, syntax, etc. Testing your course is the most important part of the development phase to ensure all your scenarios are comprehensive and complete to hold value to the course.

Phase 4: Implementation

Implementation involves launching and delivering the training program, putting the developed materials into action for the intended audience.

Once you have completed your course development and you are satisfied that they are high-qualitative and error-free, it's time to implement/ upload to an LMS (Learning management system). In this phase the delivery options, tracking and, reporting are all handled by the LMS.

The best part is, LMS is capable to manage both instructors and learners, therefore it offers self-directed and instructor led-training as well.

Phase 5: Evaluation

Evaluation focuses on assessing the effectiveness of the training program, gathering feedback, and making improvements for future iterations.

The final phase in the ADDIE model is evaluation. After the e-learning course is designed, developed and implemented, you can look at all these qualitative and quantitative course results to improve both the performance of your target audiences as well as the e-learning team.

Advantages of ADDIE Model in e-learning content development:

1. The 5. It is great for online, offline and, blended learning. instructional design model of ADDIE provides designers with the structure and flexibility to achieve their analysed objectives and motivations for effective course development.
2. In highly technical industries, ADDIE contributes to the organization and implementation of training for engaging learners at their own pace and time.
3. ADDIE model is very effective to facilitate the design, development, and delivery of a large number of courses at a high standard.
4. ADDIE model is commonly used and widely accepted model and, is proven to be effective for even complex learning strategies.

Challenges In Implementing The ADDIE Model For eLearning content Development

Here are some common challenges in implementing the ADDIE model for elearning content development:

Resource Constraints:

Complexity of Content:

Lack of Evaluation Data:

ADDIE Model Adoption in Various Industries

The ADDIE model has garnered widespread adoption across a spectrum of industries, demonstrating its versatility and effectiveness in creating tailored and impactful training programs to meet specific learning objectives and organizational goals.

Education: In the field of education, the ADDIE model serves as a fundamental framework for designing curriculum and instructional materials.

Corporate Training: Businesses leverage the ADDIE model to develop training programs that address the specific needs of their workforce.

Healthcare: In the healthcare sector, the ADDIE model is utilized to design training programs for medical professionals, support staff, and patients.

Military: The military has long relied on the ADDIE model to design and deliver training programs for service members across various branches.

Government: Government agencies employ the ADDIE model to design training programs for employees and constituents alike.

ADDIE is an effective learning model that works based on its five-step process - Analysis, Design, Development, Implementation and, Evaluation.

The ADDIE model offers a structured approach, customization, iterative design, focus on evaluation, collaborative development, and adaptability to technological advances, making it a valuable tool for instructional designers and educators.

ADDIE Model encourages designers to continuously evaluate and refine their work to deliver quality outputs. If you want to create courses that will both educate and engage your learners, then have a look on our eLearning portfolio or e-learning sample courses which are highly-qualitative, versatile, blended, interactive and, flexible.

The Swift team work together to do better, achieve better and to produce better.

Frequently Asked Questions about ADDIE Model (FAQ's)

Q. Does it give error-free modules? A. ADDIE is cyclical. It enables you to correct the errors made during the course using user testing or
Quality Assurance testing, thus improving the quality of the end product.

E-learning Content Development

We excel in creating engaging and interactive digital educational materials, such as interactive modules, videos, quizzes, and presentations, customized to enhance effective online learning experiences.

Learn more about our E-learning Content Development.

Blended Learning Solutions

We specialize in integrating traditional face-to-face teaching methods with online learning tools and resources, providing a comprehensive and flexible approach to education that caters to diverse learning styles and preferences.

Learn more about our Blended Learning Solutions.

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The ADDIE Model - The Best Way To Develop Engaging eLearning

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Explore the ADDIE Model power for crafting engaging e-learning courses, offering a systematic approach from analysis to evaluation, and elevate your instructional design for dynamic online learning experiences.

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(Backward Design | University of Toronto – Digital Learning Innovation, n.d.)

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This resource from the University of Toronto is an article/document explaining Backward Design, the importance of using it and also includes a template to help support implementing this technique. This resource can be helpful in creating a digital tool prototype because it can help organize your digital tool's purpose and how it will support your audience.

By Ashanza W.

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I chose this resource because I am a visual learner, and youTube videos support my learning. This resource provides information in definition in using backward design to develop unit and lesson plans and the 3 step process in detail. This is just one video on backward design, there are so many videos that you can chose from that you connect with best.

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Using ADDIE & Backward Design to Build Inclusive Digital Tools

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Using ADDIE & Backward Design to Build Inclusive Digital Tools

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Relevance to Assignment 2:
This article clearly outlines how you can blend Backward Design (starting with end goals) into the ADDIE framework, especially during the Design phase, exactly what our project requires. Backwards Design + ADDIE: Use it to define learning outcomes first (Analysis Design), set assessment criteria early (Aligns with Determine Acceptable Evidence), then build and iterate your digital tool prototype (Development Implementation, Evaluation).

Inclusive & Accessible Design: The iterative cycle supports testing and refining for WCAG/AODA compliance, ensuring accessibility.

Aligned with course goals: It helps you meet curriculum objectives, incorporate UDL/culturally relevant pedagogy, and use gamification or LXD strategies during prototyping.

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ADDIE Vs. Backward Design: Which One, When, And Why?

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When you face the ADDIE Vs. Backward Design, which one you should go for and why? Check what you to do when using ADDIE Vs. Backward Design.

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I chose this resource because it explains the ADDIE model in a way that is concise and easy to understand. This makes it very easy to apply to Assignment 2.

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The Addie model is an instructional design methodology used to help organize and streamline the production of your course content. Developed in the

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Use the ADDIE model as a step-by-step guide for your digital tool project. It ensures that your work is purposeful, learner-centered, accessible, and pedagogically sound. Refer to the image during each phase to keep your design on track and to help you justify your design choices in your documentation and final presentation.

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One helpful resource for Assignment 2 is the CAST Universal Design for Learning Guidelines (CAST, 2020). This framework supports both backwards design and ADDIE by helping me plan learning goals, tools, and tasks that are flexible and accessible from the very beginning. In backwards design, it reminds me to start with a clear goal, ensuring all learners can access and achieve it, then plan supports backwards from that point. Within ADDIE, UDL fits best in the Design and Development phases, helping me choose visuals, audio, and activities that allow for multiple ways to engage, understand, and respond. UDL helped me make intentional, inclusive design choices throughout my planning.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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How to apply instructional design models to learning design

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How to apply instructional design models to learning design

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I picked this article because it explains both the ADDIE model and Backward Design in a really easy way to understand. These are both things we need to use for Assignment 2, so I wanted something that broke it down clearly. The article uses simple language and gives examples that helped me see the difference between the two.

It’s helpful for our project because we’re building a digital learning tool from start to finish. ADDIE gives you clear steps to follow, like planning and testing your design. Backward Design starts with what you want students to learn and helps you plan everything around that.

This article made it easier for me to figure out how to start and organize my work. I think it would be useful for anyone who isn’t sure how to approach their design yet

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How do you start to design an education program? Before any great training course, there were a bunch of sketches in a learning designer's notebook. Instructional Design Models are frameworks that support learning designers in making sure the products they create are fit for purpose. Think of them as the outline behind those initial sketches.

In this article, we will look at 9 models of instructional design. First we will go through some of the best-known traditional models: ADDIE, Dick and Carey's model, and SAM. Next, we will add some insights from dynamic training learning models.

We will continue with 3 instructional design models focussing on how to make sure learner motivation remains high. Raising and keeping motivation high can be a challenge, especially in elearning. For each of the 9 models presented, I've selected a key learning that can be transferred from that specific framework into any kind of instructional design work you might be doing.

In closing, we'll add some important notes on what you to take into consideration when working in multicultural settings, given that there is very little in the models to support this part of a learning designer's work.

Think of models of instructional design as scaffolding for your thinking. They offer a starting point, and can be invaluable to make sure nothing important gets lost while working step-by-step on a learning program.

Anyone designing training courses and other learning experiences, whether face-to-face in the classroom or in the virtual environments of elearning, ought to be familiar with at least a few instructional design models.

You are likely to gravitate towards one or the other, depending on your ways of thinking, as well as on what kind of content you are working with. Having a bunch of different options at your fingertips will give you the knowledge and flexibility to design and adapt courses that best serve your learners' needs.

One of my first trainers in facilitation and training design once pointed out that we all have a natural tendency to design courses and experiences that fit our way of learning and thinking. This means that the experiences we craft will work very well for people who share our worldview and style, but might leave other people cold.

Familiarity with instructional design models can ensure that you:

Have a range of tools to draw from, in order to create courses that fit your learners' needs, not just your own;

Design based on time-tested, scientifically sound frameworks upon which to base the different elements of your courses;

Include all the important elements, decreasing the risk of leaving something important behind in the rush of day-to-day work;

Know what different elements to add to your course design to make it motivating, engaging, and effective.

Last but not least, if you are working in education you are probably a curious person who might just like to know more about the thinking that grounds most instructional design work today.

As long as there have been teachers and students, there have been ideas and models of learning, aka, pedagogy. That said, when we talk about instructional design we are generally referring to a series of models and frameworks codified from the 1950s onwards, mainly in the US context. The origin of instructional design models is closely associated with three psychological currents (cognitive, behavioral and, more recently, constructivist psychology) and with systems engineering, especially as applied to military training.

Instructional design models arose, in other words, when new scientific research into learning met the need for structured training materials that would be effective regardless of who delivered them. In fact, these frameworks were adopted in military and industrial fields before making their way to education institutions such as schools and universities.

Inevitably, this implies that biases on what learning is, and what learners need, are baked into these classic models. Later in this article, we'll get back to what that might mean and what learning designers working in multicultural settings might do to adapt these frameworks to contemporary sensibilities.

In the next few paragraphs, we will take a closer look at three "traditional" or "classic" instructional design models. They contain time-tested concepts that are still relevant today. Let's start with the most basic, popular and timeless of instructional design models: it's time to meet Addie!

The ADDIE model is one of the earliest models of Instructional Design or, at least, one of the first frameworks to be explicitly codified as such.

The acronym in ADDIE stands for five steps in the cycle of designing and implementing a training program: Analysis, Design, Development, Implementation and Evaluation. The process starts with looking at needs, both the needs of the organization creating (and commissioning) the training course and the learners' needs, and ends with an evaluation of lessons learned.

ADDIE is such a well-known, reliable and practical framework that we've dedicated an entire learning guide to its workings. I've seen it stated that all other instructional design models descend from ADDIE, so if you need a quick flexible guideline to start designing, look no further. You can even start with a ready-made template based on this most versatile of frameworks.

Go through the design process methodically step-by-step. Start from collecting needs, and weave evaluation opportunities throughout.

Speaking of models that share a lot of their DNA with ADDIE, let's now look at Dick and Carey's Systematic Design of Instruction, aka the Dick and Carey model, aka the Carey model (it's two Careys, by the way: Lou Carey, who together with Walter Dick proposed the original model in 1978, and James Carey, who has been working on later updates of the model-I assume the two researchers are related, but couldn't find out, so if you know, drop it in the comments please!).

Dick and Carey worked on this model to illustrate ADDIE in finer detail and help learning designers, particularly newcomers. They include 10 steps in their model and invite users to think of these as a whole system, rather than a list of isolated components. This corresponds well to what is likely to happen in real life, where different steps might take place in parallel rather than in a neat, orderly progression.

The 10 steps of Dick and Carey's Systematic Design of Instruction model are:

Identify Instructional Goal(s): A goal statement describes a skill, knowledge or attitude that a learner will be expected to acquire

Conduct instructional analysis: identify what a learner must know and/or be able to do;

Analyze learners and contexts: collect and analyze information about the target audience, including prior skills, prior experience, and basic demographics;

Write performance objectives. Objectives should, of course, be SMART (Specific, Measurable, Achievable, Relevant, and Time-Bound);

Develop assessment instruments: how will you test learners' knowledge before, during, and after the course?

Develop an instructional strategy: what will activities and content be?

Develop and select instructional materials, in collaboration with your content providers and subject matter experts.

Design and conduct a formative evaluation of instruction: what parts of the design and/or content could benefit from some improvements?

Revise instruction: improve and iterate

Design and conduct summative evaluation. Close this project and start a new one!

Different steps of your design work are likely to take place in parallel rather than in a neat, orderly progression.

Instructional design model creators have a soft spot for acronyms. Especially acronyms that sound like they could be people. After ADDIE, it's time to make the acquaintance of SAM, the Successive Approximation Model.

Perceptive readers might already have noticed a limitation of the two classic models presented so far: it may take a long time to prepare courses following all the prescribed steps. Changing them based on feedback and evaluation could therefore be harder than it sounds, as most important decisions and choices might already be locked in. To include more opportunities for iterative design in your projects, you might want to look at the SAM model.

SAM is a simplified version of ADDIE developed by Michael Allen to highlight the possibilities that come with making design work recursive. Because of its iterative nature, SAM works best for short courses and interventions or, in any case, situations in which your course will likely run over and over again many times through the years.

SAM stands for Successive Approximation Model. It is divided into three phases: Preparation, Iterative Design, and Iterative Development. After gathering information in the first phase, the instructional designer using the SAM model will prepare a quick prototype of the course (a part of a module, for example) and submit it for a round of feedback from representatives of all interested parties (students, content providers, and so on).

Team collaboration is emphasized as an important part of the learning design process. For a deeper dive into the SAM model you can check out this YouTube video.

Instructional design can benefit from checking in with stakeholders before the final product is ready, to collect feedback and integrate it early, when it's easy and safe.

These classic models of instructional design are invaluable supports to work out the overall flow of learning design work. They clarify all the necessary steps, and will help you be more aware of the workflow involved in creating successful learning courses.

Once you begin storyboarding the details of each individual learning module, working side-by-side with content providers, you might want to turn to some more detailed learning models to help you structure the finer details.

The idea behind many training models is that different people learn in different ways, and it's the training designer's job to accommodate this by mixing and matching activities of various sorts. Sometimes the focus is on the senses ( visual learners vs kinesthetic learners, for example) others on the way information is absorbed (by discussing, applying, and so on).

In this article on Train the Trainers courses, you can find an overview of learning styles and some discussions on whether such categorizations are even valid. I find them a beneficial way to remind myself to provide multiple ways to engage with any topic and offer learners different pathways and choices to take.

In this section, we will look at three frameworks trainers refer to, that can help you make learning courses engaging for different types of learners. For each, you will also find a ready-made template you can use to see what such dynamic training experiences look like in practice. Using SessionLab's planner, you can drag and drop sections of these templates to customize them based on your design needs.

4MAT, as codified by author Bernice McCarthy, is a simple 4-step model of how to present and teach new information in a way that caters to different learning styles. Each step features a question, a learning style, and a type of activity.

The first step is about engagement. The key question is why. Why are we learning this? Why is it useful for me? The key here is to find an interesting situation, something that intrigues the trainees, motivating them to stay in the classroom and pay attention for the rest of the time.

The most common type of activity for this step is storytelling. In learning, this might mean starting the course with a video, in which the course instructors provide inspiration to begin with.

The second part of the model focuses on delivering information. Most of your course materials will be at the level of step two. The key question is what. What is the information provided, what should I learn to develop the new skill required? Instructional content for this stage can take many forms including all traditional forms of transmitting knowledge, such as lectures, reading materials, and so on.

Next comes a section dedicated to practice. The key question is how, and this step is about providing opportunities to move from the cognitive to the practical, through examples, case studies, role play and other safe ways to put the theory to use.

The final part of the model deals with performance. How will your learners bring their knowledge into real-world problems? The key question here is What if. What if we did things differently now? What actions will learners take that would have been different before the course? Learning journals and reflection questions are a great way of applying this step in learning.

If you are using SessionLab's planner for your design, you can even color-code sections for what type of question (Why? What? How? What if?) that particular activity or module helps learners answer.

Using questions (Why? What? How? What it?) to make order among key sections of your project will bring clarity to a design and help content providers stay on track.

You may have heard of the classic text Training from the Back of the Room, by Sharon Bowman. It's a great resource, particularly if you are looking to create courses that are centered around the learners themselves, and designed for empowerment.

The book contains another 4-step process based on learning types. The idea here is to start with Connection (making connections with prior learning, with peers and instructors), then move on to Content, Concrete Practice, and Conclusions. The conclusions are centered around action planning.

Essentially, the ideas are quite similar to the 4MAT model, but I find this model easier to apply to online course design. Connection can be established by asking reflective questions to participants, as well as introducing instructors and, if applicable, groups of peers.

Concrete Practice can be achieved through quizzes, assignments and case studies, while Conclusions is likely to take the form of a learning journal or, if your course is blended, a final workshop focussing on action planning.

People will benefit more, or less, from different parts of the course, depending on their learning style. Try to include something for everyone.

This 4-step model, based on work by American educational theorist David Kolb in the 1980s, is my go-to way to design training and education experiences. It reminds me to make time for conveying concepts and frameworks as well as to start with an attention-grabbing practical activity.

Step 1 in Kolb's learning cycle is about creating a Concrete Experience to base learning on. Engage learners from the start with a simulation, a roleplay, and exercises that bring your topic to life.

The second step is about Reflective Observation. This is a moment to ask questions of learners. What did they notice during the previous activities? Did they glean any insights? In this type of training program, new knowledge is drawn out directly from participants' observations.

The third part of the cycle is the one that looks most like "conventional" teaching. Called Abstract Conceptualization, it implies teaching and discussing models or frameworks that students can connect their previous insights to. This is a cognitive learning step where new information is acquired.

Lastly, we come to Active Experimentation, where new knowledge is applied, actually or in a simulation or role play, to real world problems and scenarios.

If you are preparing a learning course, Kolb's cycle can help you ideate activities that come before and after the main teaching modules, in an order designed to facilitate learning.

What does this look like in practice? Check out a ready-made template for a training session designed based on this learning model, and adapt it to your needs.

A key learning from Kolb's learning cycle

Start with a game or role play connected to your content: new concepts are easier to integrate if learners have lived through an experience that leads to insights in that direction.

What Instructional Designers can learn from Dynamic Training

Dynamic training models emerged from reflections related to face-to-face education and can be hard to translate to online learning. Moreover, they are often applied in nonformal education settings, and might not be exactly the right fit for academic or corporate training.

Nevertheless, it is my firm belief that all instructional designers can benefit from learning about dynamic training models.

Kolb's learning cycle might, for example, inspire you to sprinkle real-world challenges in a training course. 4MAT is an excellent reminder to always add the Why. If you fear that your course structure might be too repetitive and would love to add some more stimulation and ensure quality instruction, dynamic training is a great place for inspiration.

As online courses gain more and more popularity, particularly with adult and life-long learning, the issue of how to sustain motivation is becoming central to the discourse. Because there are so many learning opportunities available, and so many distractions competing for attention in our social-media-infused world, it's easy for learners to deviate from the carefully designed path you've laid out for them.

Blended learning designs, which we've discussed in this blog article, are part of the solution to the challenge of keeping learners motivated and engaged. Small group learning can help the learning process by keeping participants accountable. Engaging visuals, the use of multimedia (videos, quizzes, visually compelling handouts) as well as facilitation techniques in online and face-to-face workshops are all excellent practical ways to support motivation.

But what about learning design models? Below are 3 instructional design models you can learn from for design that specifically supports motivation.

The ARCS model of Motivational Design was developed by John Keller, an American educational psychologist, to systematize research on motivation and turn it into an instructional model. Much of this work is founded on previous research on the principles that support learning, especially Robert Gagné's 9 principles or conditions of learning. Read through our guide to his work for more information and practical ideas on how to apply these theories to the practicalities of course design.

The ARCS acronym stands for Attention, Relevance, Confidence, and Satisfaction. According to this model, those four are the main areas we should take care of on the path to supporting student motivation.

The model starts with Attention, arguing that some element of emotional engagement, most notably surprise, is needed to engage participants at the start of a learning experience.

The first thing that came to my mind when I read this was the "wow effect" often felt in a training room if care has been put into arranging it in some way that is different from the usual. Sometimes this is as simple as putting chairs in a circle (To learn more about how room setup can influence learning, you can take a look at this article on room setup.) As for grabbing attention in elearning contexts, which admittedly can be harder, this might mean starting with a video, a story, a "hook" to involve learners from the start.

[...] people are motivated to engage in an activity if it is perceived to be linked to the satisfaction of personal needs (the value aspect) and if there is a positive expectancy for success (the expectancy aspect).
John Keller, 1987

The second part of the model focuses on Relevance. This is about ensuring that the concepts presented are closely connected to learners' needs and experiences. Relevance is obtained by anchoring new skills into existing knowledge, and understanding how they will be applied.

One practical way to establish relevance, which I commonly use in my training courses, is to ask students, at the beginning of the first day, to discuss what they already know about the topic, and what they would like to learn.

The C in ARCS stands for Confidence. This is about providing measurable, achievable goals, a way to measure progress, and growing levels of challenge. An important part of motivation, according to Keller, is the establishment of a positive expectation that success is possible and at hand.

Last but not least comes Satisfaction. Satisfaction comes from a sense of achievement and is enabled by creating feedback channels where instructors can provide learners with support, encouragement, and pointers for improvement.

The importance of confidence and satisfaction in keeping motivation high has helped me understand, among other things. why some students of mine rebelled against experiments I've attempted with giving no grades nor evaluation at all. While it can be good to avoid putting too much pressure on results, knowledge that hard work will be rewarded by an external authority can be very motivating!

Reflecting on the ARCS model and looking at how to incorporate it into your designs can help instructional designers craft courses that keep learners engaged and balance internal and external motivation throughout. Discovering the ARCS model has helped me to understand better why some of the methods and tools I applied to raise engagement were working, and a quick framework of reference to check for new ideas or to confirm I'd cover all important aspects of raising and sustaining motivation.

Design for motivation by including activities and tools to work on Attention, Relevance, Confidence and Satisfaction throughout the course.

I was delighted when I discovered the existence of backward design as an instructional design model. I was also quite intrigued when I learned of the criticism it has inspired.

Let's start with what made me happy. Backward Design is a model that stresses designing with the end in mind. The first thing you should do, it argues, is define your learning objectives, then work your way backwards from there.

Backward design is where we get the invaluable sentence structure "By the end of this course, students will be able to...."

This resonated with me for two reasons. First of all, as a process facilitator I am constantly urging my clients to define their end goals and objectives. "Until I know the objectives" I have been known to say "I cannot design a session for you".

The second reason that made me glad Backward Design is out there is how much it resembles a facilitation method I use a lot, called Backcasting. I've used backcasting mostly with community groups to define their long-term goals and work back from those to "what are we going to do tomorrow". It's a brilliant way to include wide-angle visions and practical next steps in the same flow.

Backcasting #define intentions #create #design #action

Backcasting is a method for planning the actions necessary to reach desired future goals. This method is often applied in a workshop format with stakeholders participating.

To be used when a future goal (even if it is vague) has been identified.

As I read more about Backward Design, though, I realized that it's one thing to co-design the future or a session in facilitation, it's quite another to work backwards as a learning designer or learning design team, without all those other voices in the room.

Backward Design has been criticized for leading to courses that can be quite rigid in their progression (aka "teaching to the test"). There are many learning pathways, and applying backward design rigidly can lead to forgetting about the need for flexibility. Despite the criticism though, there is a lot of value to the Backward Design approach.

In terms of supporting motivation, having a clear end goal that can be explained in two sentences is a great way to motivate participants. In adult education, it's essential to specify how the course will help participants in their real-world challenges. Backward Design encourages instructional designers to ensure every piece of the course is fit for purpose.

Instead of starting with the content, start with the learning objectives and figure out, step by step, how learners will get there.

My introduction to instructional design came in the context of co-designing summer schools on entrepreneurship, targeting Masters' students in European Universities. The courses' pedagogy was 100% centered on the learners and we included a lot of peer education and personal empowerment.

This makes perfect sense for a course that aimed to empower young people on the path of entrepreneurship. That pedagogy was probably also inspired by the work of Morrison, Ross and Kemp in defining what is generally known as the Kemp Instructional Design model.

You can envision the Kemp design model as a solar system where everything revolves around the learners. While the actual steps of the instructional design process are akin to ADDIE, if a little bit more detailed, the change is in the perspective taken.

The Kemp model encourages designers to see everything from the learners' point of view so that their needs, priorities, and constraints are what the course is designed around. This chapter from the Pennsylvania State University's instructional design handbook gives a good overview of how the Kemp model works.

Design a learning environment and instructional materials based on what you know about learners' needs, priorities and constraints.

This last note from Kemp's model is a good introduction to discussing the relevance of all the models we've looked into so far to multicultural groups and in a multicultural environment. Every model since the A in ADDIE, stresses the importance of collecting information on your perspective learners and using this to inform how you structure your course.

At the same time, not very much is included in these models with respect to cultural competency. The models hail mostly from US research, and the traditional or classic ones refer mainly to research made in the 1970s, specifically for the education and training needs of the US military. What does this imply in terms of using these models as lenses through which to view all education?

There are certain biases baked into the models. Learning, for example, is demonstrated by tests and quizzes that imply that the "right" kind of learning has to do with repetition and the acquisition of facts and data. There is also no specific instruction given in traditional models around diversity and inclusion.

Many learning designers have learned to adapt courses to different cultural environments, mainly by developing instructional materials, stories, and images that their learners can see themselves in. This is a great practice, but it is true that it does not require major changes to the structure of the courses themselves.

What would courses look like if they were designed with multicultural learning at their heart? Authors Charlotte Gunawardena, Casey Frechette and Ludmila Layne have compiled a C u lturally Inclusive Instructional Design guide that contains a 10-step list of recommendations for inclusive e-learning design. First of all, the authors invite learning designers to consider their own biases and preferences. What core beliefs drive your design decisions? What do you think is "normal" or "best"? From here, the authors provide more recommendations, such as:

Acknowledging that bias cannot be eliminated from designs, but that space can be made for alternative experiences, preferences and perspectives;

Inviting to create space for learners to co-create the course, giving them choices of different learning pathways, and providing options in terms of timelines and milestones;

Allow for different kinds of learners to shine, without trying to rank them or resolve tensions between apparently disparate or even opposite conclusions. A complex world requires that we learn how to hold different ideas in our heads, all at once.

The authors also recommend learning about, and using, a variety of different instructional design approaches, without getting overly attached to a single or "best" way of teaching, learning and designing. Instructors and designers should know that all of these processes and tools have value, in different contexts and for different materials.

What next?

Hopefully you now feel better equipped to tackle your next learning design challenge. There are yet many more instructional design approaches and principles to learn.

If you want to learn more about the principles behind learning theory, you might find this article on Instructional design principles interesting.

Using an instructional design model to inform an elearning storyboard is a common practice among instructional designers. Check out this guide for creating an instructional design storyboard to see a complete process for creating an effective blueprint for your online course.

If you feel ready to practice and dive into creating a new course structure, you might want to take a look at a design template based on ADDIE, that you can customize based on your needs.

Let us know in the comments or in our friendly community of facilitators and trainer s how your learning design is informed by these, and other, models.

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How to apply instructional design models to learning design | SessionLab

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Learn how to design great learning courses with insights from 9 instructional design models and tips on how to apply them.

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This article explains the Backward Design method in a simple and clear way. It focuses on starting with your goals (what you want students to learn) and then planning your lessons or tools to meet those goals.

For Assignment 2, we’re building a digital learning tool in Canvas. Backward Design helps us:

Start with the goal: What should students learn?

Figure out how to measure it: How will we know they learned it?

Plan the content: What activities or materials will help them learn?

This method helps make sure your tool is focused, effective, and matches learning goals. It also supports accessibility and inclusion by being thoughtful in design from the beginning.

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Amanda shared this video in the module this week, and I really appreciated this video. If you have not watched it, click the link; it's short and to the point! I chose this resource because it is a great visual representation and explanation of what backwards design is. It applies to assignment two because it gives the basics for background design to help anyone understand it better for the assignment and implement it.

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I picked this video because it does a great job explaining the ADDIE Model, and it's super easy to get and use. In this Video, Irina from the L&D Company, talks about the ADDIE model – the 5-step framework every Learning & Development professional needs to know to design effective training programs. Whether you're creating a webinar, classroom session, or eLearning module, ADDIE guides you through the essential steps: Analysis, Design, Development, Implementation, and Evaluation. She will walk you through practical tips for each phase, with examples and a free ADDIE checklist to help you apply them immediately. You can even download your free ADDIE checklist: https://thelndacademy.myflodesk.com/q...

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The ADDIE Model: A Beginner’s Guide to Instructional Design. 

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The ADDIE Model: A Beginner’s Guide to Instructional Design. 

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ttps://www.instructionaldesign.org/models/addie/ Why I Chose This Resource:
I chose this article because it explains the ADDIE model in a very clear and practical way. Each phase Analysis, Design, Development, Implementation, and Evaluation is broken down with easy-to-understand explanations and examples that are helpful for beginners in instructional design. How It Applies to Assignment 2:
For Assignment 2, we are asked to design a digital learning tool, and this resource provides a step by step structure to guide the process. It helped me:

Analyze learner needs and the learning context

Design clear goals and a logical layout

Develop multimedia elements and content

Implement the tool in a meaningful way

Evaluate its effectiveness and gather feedback

Using the ADDIE framework helps ensure that every part of the tool is intentional, aligned, and user centered.

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Systematic: ADDIE ensures that each stage of the instructional design process is well thought out, reducing the chance of missing key components.

Flexible: It’s adaptable to various learning environments, whether traditional classrooms, e-learning, or blended learning.

Continuous Improvement: The iterative nature of the model ensures that the course evolves based on feedback and effectiveness, leading to continuous improvement in instructional design.