Page 146 - Educational Technology A Primer for the 21st Century

8.3 Instructional Systems Design 137
and procedures are based on empirical evidence, interactive, self-correcting, and
typically a team effort. There are many instructional design models, and many of
them are based on the ADDIE model, which comprises analysis, design, devel-
opment, implementation, and evaluation.

8.3.1 ADDIE Model

The ADDIE model is a framework that displays generic processes that instructional
designers and training developers do (Morrison, Ross, & Kemp, 2010). It describes
a process applied to instructional design to generate episodes of intentional learn-
ing, as shown in Fig. 8.2.

8.3.1.1 Analysis
The analysis is the first phase of the ADDIE Instructional Systems Design process,
and its purpose is to identify the probable reasons for the absence of performance
and recommend a solution. When completing the analysis phase, one should be able
to determine if the instruction could bridge the performance gap, and the degree to
bridge the gap, and then provide strategies to reduce the performance gap based on
empirical evidence about the potential for success.
The standard procedures and typical deliverable associated with the analysis
phase are as shown in Table 8.3.
(1) Validate the performance gap.

Instructional designers are often requested to develop instruction for knowledge
people already possess or skills people can already perform. The initial step in the
instructional design process is to validate the performance gap and analyze the
reasons or causes.
The three main steps for validating the performance gap measure the actual
performance, confirm the desired performance, and identify the causes of the per-
formance gap.

revision Analyze revision

Implement Evaluation Design

revision Development revision

Fig. 8.2 ADDIE. Adapted from Branch (2009)