ADDIE 101

An intro to creating effective learning

Objectives
O Explain and demonstrate how to properly

design a course
O Explain the steps of ADDIE
O List benefits for creating an applicable and
useful training course

Terminology
O Instructional Design
O Instructional Designer
O Asynchronous Learning
O Synchronous Learning
O E-Learning

What is ADDIE?
O A systematic method to design an effective

course.
O Clearly defined steps and checkpoints
O Time-tested model that has proven useful
and effective in nearly every learning
environment

Why use ADDIE?

O Provides a detailed process to create

learning
O Keeps learning to the point, learners get
NEEDED info instead of nice to know info
O Supports goals and objectives of
organization

Steps to ADDIE
O A Analysis
O D Design
O D Develop
O I Implement
O E - Evaluate

Analysis
Objectives
O Explain why needs assessments are

necessary
O Identify effective and ineffective needs
assessments

Analysis
O Whats the problem?
O Can instruction solve the problem?
O What is the purpose of instruction?

Elements to Analysis
O Needs Analysis/Needs Assessment
O Learner Analysis
O Environmental Analysis
O Contextual Analysis
O Media Analysis
O Task Analysis
O Performance Gap Analysis

Needs Assessment

Good vs. Bad Needs

Assessment
Good
Who? (Learner Analysis)
What? (Context, Task, Performance
Gap Analyses)
When? Where? (Environmental
Analysis)
Why? (Needs Assessment,
Performance Gap Analysis)
How? (Needs Assessment, Media
Analysis)

Bad

Reflection
What are some questions you might ask in
gathering information to create a new training
module?
Why would you ask for this information?

Design
Objectives
O Explain the purpose of instructional

objectives
O Identify well- and poorly-written instructional
objectives
O Describe how content sequencing is
determined
O Define how instructional strategies,
methods, materials, media, and
assessments are designed

Creating Objectives

Creating Objectives
O Call to action
O Provides the learner an answer to, Why am

I here?
O By the end of this training, the learner will
be able to.

Good vs. Bad Objectives

GOOD
O Identify the ingredients
of a peanut butter and
jelly sandwich
O Demonstrate how to
perform a search in
the database
O Explain the process for
designing effective
learning

O
O
O
O

BAD
Icebreaker
Introductions
Peanut Butter and Jelly
Making 101
Processes are quality
audited to ensure
compliance to
documented processes
and that quality
standards are
maintained.

Write an Objective
Take a few moments to practice writing an
objective for a training module that teaches
how to make a peanut butter and jelly
sandwich.

Sequencing
O Efficient ordering of content to achieve the

objectives

Step 1

Step 2

Step 3
Concept
A

Concept
E

Concept
D

Concept
B

Concept
C

Designing the Stuff

O Instructional strategies
O Materials
O Media
O Assessments

Develop
Objectives
O Identify considerations in creating learning

assets
O Summarize how learning assets are created

Keys to Consider
O Stick to the objectives
O Text make it concrete
O Writing style
O Graphics, images, illustrations

O Be consistent
O Make transitions fluid

How are assets created?

O Move from one objective to the next
O Utilize generative strategy

O Consider cognitive load

O Intrinsic
O Extrinsic

O Remember to have SME review

Reflection
When you are in a training or a class, how do
you prefer to have things designed to help you
learn?
Is it better to read things in chunks?
Do you need pictures to help you learn?

Implement
Objectives
O Explain the importance of training the

facilitator or instructor
O Describe the process for delivering the
training

Train the Trainer

O Review the learning module
O Facilitator or instructors guide
O Student guide
O Multimedia
O Strategies for engaging the learner

Time to Train
O Scheduling the training
O Registering learners
O Setting expectations

Evaluate
Objectives
O Explain the purpose of evaluation and

reflecting in training
O Describe methods to perform evaluation
O Explain how evaluation results will be used

Evaluations Purpose
O Training success
O Identifies where revision may be needed
O Suggests recommendations for

improvement
O Quantifies ROI for business leaders

Methods of Evaluation
O Formative
O Summative
O Kirkpatrick 4 Levels Model of Evaluation

Kirkpatrick Four Levels

O Level 1 - Reaction
O Level 2 - Learning

Kirkpatrick Four Levels

O Level 3 - Behavior
O Level 4 - Results

Using Evaluation Data

O Recommend and make changes to program
O Report on return of investment of program
O Provide evidence of need for future training

programs

Reflection
What are some ways you think might be an
easy and effective way to assess a training
module?
What are some questions you would ask?
How might you gather the evaluation data?

Summary
O Explain and demonstrate how to properly

design a course
O Explain the steps of ADDIE
O List benefits for creating an applicable and
useful training course

References
"ADDIE- An Introduction." Module 03. N.p., n.d. Web. 18 Aug. 2013.
Blooms Taxonomy Action Verbs. 2013. Clemson University. Retrieved from:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rj
a&sqi=2&ved=0CC0QFjAA&url=http%3A%2F%2Fwww.clemson.edu%2Fassessm
ent%2Fassessmentpractices%2Freferencematerials%2Fdocuments%2FBlooms
%2520Taxonomy%2520Action%2520Verbs.pdf&ei=mQKUvHAIIO8igKgz4DwCA&usg=AFQjCNFj6VMe9vsZDeIRHiizTfk6AM1iQ&sig2=lWJKKz5PCXrgV-r6ZzMYtQ&bvm=bv.50723672,d.aWc
Kirkpatrick, J., & Kirkpatrick, D. (2005). Evaluating training programs: the four
levels. (3rd ed.). Williston, VT, USA : Berrett-Koehler Publishers

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing
effective instruction. (6 ed.). Hoboken, NJ: Wiley.
Simonson, M. (2007). Evaluation and distance education: Five steps. The
Quarterly Review of Distance Education, pp. Volume 8(3), 2007, pp. vii-ix.

Questions