The ADDIE model guides a curriculum designer through five sequential instructional design phases—analysis, design, development, implementation, and evaluation. Through recursive evaluation, ADDIE can help a designer deliver a learning activity sequence that reliably supports students’ achievement of identified knowledge and skills.
What benefits the ADDIE might gain through evaluative thoroughness, it loses by not specifically enlisting the support and input of the stakeholders during the initial analysis process.
The successive approximation model (SAM) outlines a process that can support other instructional design models such as the ADDIE. The SAM prepares for instructional design by first gathering information about the learning setting and its stakeholders, much like the ADDIE’s analysis phase, and then enlists the input and support of key stakeholders through a process called the savvy start.
During the savvy start, overarching performance objectives are identified. Then, through a process that involves rapid prototyping, the broader design team that includes school leadership and teachers, brainstorms initial learning activities and feedback mechanisms for assessing student learning. Learning activities are matched with potential delivery structures, evaluated and refined or discarded altogether. Through the savvy start, the instructional designer gleams important information about the stakeholders' intentions and the learning setting.
With the inclusion of a savvy start to the traditional ADDIE model (See Model below, Paulus, 2020), stakeholders become invested in the project through their initial participation in the design process. Both groups--designers and stakeholders-- develop deeper understandings of the curricular goals, learning strategies, and learning activities that will be designed, refined, and evaluated for optimal effectiveness, efficiency, and student engagement.
What benefits the ADDIE might gain through evaluative thoroughness, it loses by not specifically enlisting the support and input of the stakeholders during the initial analysis process.
The successive approximation model (SAM) outlines a process that can support other instructional design models such as the ADDIE. The SAM prepares for instructional design by first gathering information about the learning setting and its stakeholders, much like the ADDIE’s analysis phase, and then enlists the input and support of key stakeholders through a process called the savvy start.
During the savvy start, overarching performance objectives are identified. Then, through a process that involves rapid prototyping, the broader design team that includes school leadership and teachers, brainstorms initial learning activities and feedback mechanisms for assessing student learning. Learning activities are matched with potential delivery structures, evaluated and refined or discarded altogether. Through the savvy start, the instructional designer gleams important information about the stakeholders' intentions and the learning setting.
With the inclusion of a savvy start to the traditional ADDIE model (See Model below, Paulus, 2020), stakeholders become invested in the project through their initial participation in the design process. Both groups--designers and stakeholders-- develop deeper understandings of the curricular goals, learning strategies, and learning activities that will be designed, refined, and evaluated for optimal effectiveness, efficiency, and student engagement.
