Beruflich Dokumente
Kultur Dokumente
Bassel EL Ahmadieh
to develop and design instructional training and course materials. This model is characterized by
its flexibility because it can be utilized in all types of instruction and its phases can be adjusted in
a way that suits learners needs. This model consists of five phases: analysis, design,
objectives, identifying instructional issues and determining learners level. Design phase
comprises training objectives, analyzing subject matter, planning the content, assessment,
practice, and lessons, and selecting media. Development phase embraces developing the content
by following the designed storyboard and integrating media and technology. Implementation
phase focuses on ways on teaching the instructional content by utilizing different learning
strategies and materials. Evaluation phase is an ongoing process that goes through all phases to
The ADDIE model is a useful, simple framework for instructional design. The process
can be applicable in a variety of settings, because of its systematic and generic structure. The
framework provides developers with a means for identifying the target audiences needs and
reinforces the use of this information for the design and development of programs. Throughout
the implementation and conclusion of the implementation phase, developers employ the ADDIE
model to gather the necessary feedback (through formative and summative evaluations) to
The Backward design model consists of three stages that share some characteristics with
ADDIE model phases. In the Backward design model, the trainer or teacher identifies the
desired results, determines acceptable evidence and plans learning experience. Peterson explains
the phases that the backward designer undertakes by stating: the backward designer derives the
curriculum from the evidence of learning (performances) called for by the standard and the
teaching needed to equip the students to perform (Wiggins & McTighe, 2004). Secondly, the
backward designer develops assessment tools and strategies before planning learning
experiences: backward design calls for us to operationalize our goals or standards in terms of
Setting goals by identifying the desired results is an essential step in the Backward design
model since this provides a guideline to specify the teaching and learning strategies needed to
apply the standards which can be external and internal (Di Masi, D., & Milani, P. , 2016).
External standards are when the teacher or the trainer needs to take into consideration the state or
country standards. Internal standards are when the teacher or the trainer takes into consideration
students interests, developmental levels, and previous achievements. The second step in this
model requires constructing a rubric to determine the acceptable evidence needed to test if the
Running head: MAPPING BACKWARD DESIGN MODEL TO ADDIE
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objectives and goals are met. The learners demonstrate their understanding by taking a formative
assessment. The third step is about planning learning experiences and instruction that lead to the
Figure 2 Stages in the backward design process connected to the stages used by the instructors to
collaboratively design an online course. (Adapted from Wiggins & McTighe, 2005, p. 18)
There are differences in the number of phases between the two modules. ADDIE model
has five while Backward Design Model has three phases. Moreover, there are some similarities
in the function of some phases. The following table compares the two modules
Many instructional designers and training developers depend on ADDIE Model when
designing their instructional or training models because its phases reflect ways to solve the
problems and to reach the training objectives effectively. Backward design model focusses on
the importance of desired results by designing and developing instructional content, learning
References
Di Masi, D., & Milani, P. (2016). Backward design in-service training blended curriculum to
practitioners in social work as coach in the PIPPI program. Journal of e-Learning and
McTighe, J., & Wiggins, G. (2005). Understanding by design. Association for Supervision and
Curriculum Development.
Peterson, C. (2003). Bringing ADDIE to life: Instructional design at its best. Journal of
Tomei, L. A. (2009). A theoretical model for designing online education in support of lifelong
learning. Online education and adult learning: New frontiers for teaching practices, 29-
45.