SINTEZA 2017

INTERNATIONAL SCIENTIFIC CONFERENCE ON INFORMATION TECHNOLOGY AND DATA RELATED RESEARCH

INFORMATION TECHNOLOGY IN EDUCATION

ADDIE MODEL FOR DEVELOPMENT OF E-COURSES

Abstract:
Dalibor Drljača1,
This paper gives a review of ADDIE model used in the preparation of teach-
Branko Latinović2, ing materials for use in electronically supported teaching process generally,
Željko Stanković2, and especially for electronic learning. ADDIE model proved itself as the
very useful instructional model in preparation of materials for traditional
Dragan Cvetković3
teaching and there is a strong intention to use this model for electronic and
on-line teaching materials.
1
Europrojekt centar,
Banja Luka
Keywords:
2
Apeiron University,
Banja Luka ADDIE model, instructional model, e-Learning, materials.
3
Singidunum University,
Belgrade

1. INTRODUCTION

Nowadays, e-learning requires significant financial support, in par-

ticular, initial investments, such as the establishment of e-learning infra-
structure. This refers both to hardware as well as software, although there
are many open solutions that might meet your demands. Second most
important costs are the cost for preparation of quality education content
and teaching materials. To that end, one has to add spent time and even-
tual costs of training educational system users. The mentioned resources
will be better used if adequate pedagogic and methodical principles were
applied in the process of selection and creation of teaching content and
e-learning system in general.
At the very beginning of the implementation of the Internet and Web
in e-learning, the first step in the delivery of teaching materials was the
simple provision of teaching materials in the on-line form. This was a
limiting factor that contributed to the low quality of teaching materials
due to the lack of adequate supportive technologies we have today. This
Correspondence: limitation prevents implementation of any proper pedagogic method.
Dalibor Drljača Nevertheless, these were the initial pioneering steps in e-learning. However,
today it is very important to foresee and to precisely define, for any course
e-mail: or materials, firstly the teaching conditions, learning objectives and target
[email protected]
group of students in order to maximise the effects of learning outcomes.
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DOI: 10.15308/Sinteza-2017-242-247
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2. INSTRUCTIONAL DESIGN ◆◆ Target groups (identification of individual stu-

dent characteristics and previously acquired skills
and knowledge and defining of general character-
The instructional design presents the practice of creat-
istics of the group)
ing “instructional experiences which make the acquisition
◆◆ Teaching methods (how to use modern informa-
of knowledge and skills more efficient, effective, and ap-
tion and communication technologies (ICT) in
pealing.”[1] In modern e-learning systems, instructional
learning process)
design is based on a combination of behavioural, cognitive
and constructivist theories of learning due to the nature of ◆◆ Resources (review of technical and pedagogic as-
virtual learning environment. These theories provide an pects of resources available for implementation
insight in learning process and achievement of learning of e-course and training of teachers to use these
outcomes making modern e-learning successful. ICTs in learning process in the more effective
manner)
For example, constructivism suggests that student
◆◆ Learning environment (to define how it is going
should bear responsibility for their own learning. This
to be used – as place for simple distribution of
is due to the fact that transfer of knowledge is far from
information, as data storage, or as interactive en-
simple, and being proactive student contributes to the
vironment and environment for sharing knowl-
better construction of knowledge in students’ conscience.
edge between significant number of students)
Therefore, the student is motivated to create new idea
only if actively involved in the learning process. Group ◆◆ Learning material (creation of multimedia mate-
work can also contribute to exchange of experiences with rial or materials in electronic form)
other students, while at the same time enables a deeper The implementation phase means monitoring of learn-
understanding of learning material. It is clear that con- ing process and review of aspects that teachers should
structivist learning model includes investigative activities take into account for the implementation of e-learning.
of students and development of social and educational At this stage individual characteristics of students are
communication channels. Investigative approach by studied, the means of interaction and the general rules
student involves making mistakes as important part of of work in the “on-line” environment.
learning process. While learning, the student develops The evaluation process of learning and student as-
his/her own education culture that results with growth sessment must be consistent with the goals of learning so
in the student learning autonomy [2]. that the evaluation is carried out through all the activities
According to Ertmer and Newby, behavioural strate- that help achieve these goals. Based on the feedback, the
gies and recommendations for instructional design are teacher continues to guide students in the process of
primarily used in the studying of facts, cognitive strate- acquiring knowledge. The assessment of students is one
gies in the study of processes and principles, while con- of many forms of evaluation.
structivist strategies are used for support of advanced
thinking that promotes personal knowledge, situated and 3. ADDIE MODEL
contextualised learning [3].
Therefore, the instructional design provides recom- The ADDIE model was initially developed by Florida
mendations for the planning of the learning process in State University in order to explain “the processes in-
e-learning systems, as well as precise steps that should be volved in the formulation of an instructional systems
followed during the process of creation of an electronic development (ISD) program for military inter-service
course. It is possible to distinguish three general phases training that will adequately train individuals to do a
in the process of preparation of an e-course: the creation particular job and which can also be applied to any inter-
of e-course, implementation and evaluation of created service curriculum development activity.”[5] The steps
e-course [4]. were revised over the years and eventually the model itself
Creation of e-course is based on the activities related became more dynamic and interactive than its original.
to the planning of teaching process, and for this is neces- Its most popular version appeared in the mid-80s, as we
sary to define: understand it today.
◆◆ General learning objectives (content, of course, Considering previously mentioned pedagogic aspects
essence of content, wishes of students, students’ of learning and their effect on the creation of e-course,
motivation and expectations) ADDIE model is perhaps the most popular model used
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for the creation of learning materials. The name is an questions dealing with: course design, target groups,
acronym of the phrase - Analyse, Design, Develop, Imple- learning objectives, content identification, presentation
ment, Evaluate [6] environment for content (on-line, on-demand, vis-à-vis,
It is important to emphasize that the creation of a printed, CD...), teaching and learning strategies, other
course in this model is an iterative process (repetitive) possible limitations. Very important question is also - how
during which the creator of the course can return to any to ensure the quality of the whole process?
previous stage of course development, depending on The analysis refers to the gathering of information
the results of the evaluation carried out in all stages of about one’s audience, the tasks to be completed, how the
development, but also at the end of the course. learners will view the content, and the project’s overall
ADDIE model does not suggest follow-up of any of goals. Upon collection, instructional designer can classify
the three theories of learning but represents a project the information to make more effective and applicable
management tool that helps in the preparation of the e- content.
course and instructional design taking into account all Some common tasks and questions related to this
the factors that may affect the quality of course. stage are:
◆◆ To define the overall background of students
Analysis (personal and educational information, age, na-
tionality, previous experience and interests).
◆◆ To define learning outcomes and learning needs
The analysis is the first step of ADDIE model in the
(what results should be achieved, what knowl-
design of courses and teaching materials for on-line teach-
edge should be adopted…)
ing and learning. At this stage, it is necessary to create the
◆◆ To define adequate learning environment and
“overall picture” of the instructional design integrity. This
delivery options (virtual, live, on-line discus-
is a “contemplative” stage where it is necessary to think
sions, face-to-face, blend)
about the student-centered approach for the design of
course or of materials. The analysis, in fact, presents a ◆◆ To define learners’ knowledge and skills required
“planning phase” in which it is necessary to identify the (specific skills required or not, skills in case of
basic parameters that will be traceable in other phases disabled persons participating…)
of the ADDIE model. The adopted parameters must be ◆◆ To define all pedagogical considerations, espe-
quantitatively and qualitatively defined as much as possi- cially in the case of on-line course (adequacy of
ble for the purpose of evaluation in all other phases of the selected approach, adequacy of selected method-
model and after implementation based on the feedback ology, constraints…)
from students and the thinking of teachers who realise ◆◆ To define overall project objectives (instructional
the educational process. goals, learning goals, teaching goals…)
◆◆ To define necessary resources for the project
(technical, human, time, skills…) as well as their
influence on effectiveness and achievement of
project objectives.

Design

In this phase, instructional designers begin to create

their project. The information gathered from the analysis
phase, in conjunction with the theories and models of
instructional design, is meant to explain how the learning
will be acquired. For example, the design phase begins
Fig. 1. ADDIE model iterative process (from Educa- with writing a learning objective. Tasks are then identified
tional Technology [7]) and broken down to be more manageable for the designer.
The final step determines the kind of activities required
In order to ensure successful results from the overall for the audience in order to meet the goals identified in
process, at this stage it is necessary to set up a series the analysis phase.
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In the design stage, it is necessary to create a draft or Development implies close cooperation between the
framework of the course and to start with the construc- author of the course and the person in charge of the
tion of course structure. This means that it is necessary to technical performance of the material for the course
have all and accurate guidelines for the creation of course will be set to “on-line” mode. This involves teamwork,
structure as defined during analysis phase including the except in the case where the teacher is also the supplier
schedule on the unfolding of the course, the arrange- of multimedia content prepared for a specific platform,
ment of individual lessons during the course, the shape for example, LCMS (Learning Content Management Sys-
of the teaching strategy and all necessary resources to in tem). This phase this is very important synergy between
accordance with the given schedule. teacher and content producer, in cases where teachers
Design phase includes additional detailed planning are not managing creation and maintenance of course
of the following: materials. The teacher must be able to transform a vision
◆◆ Educational goals, or learning objectives, of a class in order to set up such virtual classroom with
all required functionalities.
◆◆ Educational content (lessons),
◆◆ Methods, Given the technical possibilities of LCMS, it is neces-
sary to obtain and prepare the technology for presenting
◆◆ Selected method and frequency of assessment,
the content, interactions with students, as well as to plan
◆◆ Use of on-line technologies for knowledge pres-
activities for students’ teamwork and work at home, or
entation,
“off-line”.
◆◆ Methods and frequency of communication with
The Development phase is all about putting it into
participants (target group).
action. This phase includes three main tasks: drafting,
Some common tasks and questions related to this
production and evaluation. Development thus involves
stage are:
creating and testing of learning outcomes.
◆◆ To define the type of media used (audio/video/
Some common tasks and questions related to this
graphics, own or third party…)
stage are:
◆◆ To define teacher’s style approach (behaviourist,
◆◆ Ensure teamwork of all (optimal capacity per-
constructivist etc.)
formance by all involved, effective work of all
◆◆ To define the level and types of activities gener-
members…)
ated by the study (collaborative, interactive, in-
◆◆ Ensure timely submission and preparation of
dividual…)
learning materials (creation of materials per de-
◆◆ To define a timeframe for each activity (hours,
fined schedule, in time preparations…)
lessons, modules, scalability, and dependencies
◆◆ Ensure production of materials per task intended
in workflow…)
for (no extra work or sufficient materials should
◆◆ To define precisely skills and knowledge devel-
appear).
oped (mental skills, cognitive skills…)
◆◆ Ensure prototyping for evaluation purposes (test-
◆◆ In the case of web-based e-learning, complete
ing, checking, and making possible corrections)
definition of user interface (look of the site, func-
tionalities…)
5. IMPLEMENTATION
◆◆ To define feedback mechanisms on digestion of
the lessons (technical solutions, questionnaires,
brief exams…) The implementation phase represents the first test of
making the entire course and is therefore recommended
to divide this phase conditionally into two parts: a test im-
4. DEVELOPMENT
plementation phase and final implementation phase. Test
implementation should confirm the integrity and func-
The development phase involves the transition from tionality of the created course and the accompanying ma-
the “contemplative” to “physical” implementation. At this terials and access to the exchange rate at the moment are
stage, the final structure and content of the course are cre- limited to the teachers and administrators of the system,
ated in accordance with all the elements and parameters possibly to test-users. If the integrity and functionality of
defined in the previous two phases. the course are confirmed, then the course can be officially
in “on-line” mode and available to all students accredited
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for access. The final means of implementation in addition ◆◆ To define data collection policy (including strat-
to setting “on-line” mode, and preparing students for the egy, timing, frequency, tools…)
use of educational materials and technology, but also for ◆◆ To ensure analysis of feedback from all partici-
information on all the details of implementation of the pants in the system (instructors, students, …)
course, especially about its structure and dynamics tests. ◆◆ To set-up quality assurance tools for clarity of
During the implementation phase, a procedure for instructions, reliability and content validity (dif-
training the facilitators and the learners is developed. ferent tools or the same)
The facilitators’ training should cover the course cur- ◆◆ To define final output and holder of report prep-
riculum, learning outcomes, a method of delivery, and aration (will it be an instructor, manager, …)
testing procedures. Preparation of the learners includes
training them on new tools (software or hardware), stu-
7. WEAKNESS OF ADDIE MODEL
dent registration.
This is also the phase where the project manager en-
This model has been primarily used for years to de-
sures that the books, hands on equipment, tools, CD-
velop multimedia learning content, as other models also
ROMs and software are in place and that the learning
revealed some weaknesses in realisation. Probably the
application or Web site is functional.
biggest problem with this model is the assumption that
Some common tasks and questions related to this the author knows in advance all the requirements, or
stage are: even before the development of the content, but these
◆◆ To evaluate the emotional feedback from teach- deficiencies are as follows [9]:
ers and students during initial demonstration of 1. typical processes require an unrealistic and com-
the project (genuinely interested, eager, critical prehensive analysis in advance,
or resistant)
2. Ignoring the policy of reality causes strong likeli-
◆◆ To prepare backup plans for any possible error
hood that vital resource will be missing and will
during testing (format of media, convertors, …)
use a high degree of improvisation in implemen-
tation,
6. EVALUATION 3. The details of the process are set so that creativity
presents an obstacle,
ADDIE model makes it possible to define two types 4. The inconvenience of dealing with errors or good
of evaluation: intermediate (formative) and summative ideas in the process,
(see Figure 2).
5. The learning program is designed to meet the
measured criteria (schedule, costs, pass), but it is
not able to track behavioural change,
6. Post-tests provide little useful information that
would help improve the teaching and learning
process.

8. CONCLUSION

Even though it is widely represented in current teach-

ing practice, both traditional and electronic teaching,
Fig. 2. Advanced (improved) ADDIE model [8]. ADDIE model is slowly losing the race against time. This
acronym stands for the 5 phases contained in the model
Some common tasks and questions related to this (Analyse, Design, Develop, Implement, and Evaluate).
stage are: Over the years this model was primarily used for the
development of multimedia content for learning, but also
◆◆ To define the categories within which the project
pointed to some weaknesses. Most of the current instruc-
effectiveness can be achieved (improved learning,
tional design models are variations of the ADDIE process.
better motivation etc.,)

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Contemporary requirements for the course in elec- [3] Katarina Milosavljević „Učenje na daljinu i
tronic form require great flexibility and adaptability to e-učenje“, časopis „Partner u učenju elektronski
the needs of the target group of students. It is necessary to časopis za nastavnike“, Microsoft Srbija Beograd,
properly design/construct the course and accompanying pp.1-4, 2007
educational materials in order to meet these requirements. [4] Nataša Popović, Elektrotehnički fakultet, Istočno
One of the solutions that compete to succeed ADDIE Sarajevo, Milica Naumović, Elektronski fakultet,
Niš „Realizacija elektronskog kursa iz upravljačkih
model, especially in the field of e-learning and teaching
sistema u MOODLE okruženju“, INFOTEH-
is the SAM (Successive Approximation Model, formerly JAHORINA Vol. 8, Ref. E-II-11, pp. 511-515, 2009
called SAVVY process) that includes prototyping. The
[5] R. K. Branson, G. T. Rayner, J. L. Cox, J. P. Fur-
success of SAM lies in the fact that it follows modern agile man, F. J. King, W. H. Hannum, “Interservice pro-
development principles. The most important difference is cedures for instructional systems development” (5
that SAM looks for iteration in development with repeated vols.) (TRADOC Pam 350-30 NAVEDTRA 106A).
small steps and prototyping, instead perfectly executed big Ft. Monroe, VA: U.S. Army Training and Doctrine
steps. Small, purposeful and iterative steps are facilitating Command, August 1975. (NTIS No. ADA 019 486
analysis and evaluation processes that clarify pathways to through ADA 019 490)
successful design. This gives SAM advantage in respect [6] R. A. Reiser and J. V. Dempsey, “Trends and issues
of creation of performance-driven learning. in instructional design and technology”, Boston:
Pearson, 2012
[7] Website, Educational Technology, http://education-
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