The ADDIE Model: Part II

All About Analysis

Welcome to part two of the ADDIE Model. In my previous post, we began an exploration of the Quintessential Question Model within Instructional Design using the ADDIE Model. While some may say that no one portion of the model itself is more important than another, I do believe the Analysis portion is a critical component for the design process. A well executed analysis can save valuable time, resources, and money in the edifice of the design. There are four integral parts to this portion of the model; Instructional Goals, Instructional Analysis, Learner Analysis and Learning Objectives. Just as with the model itself each portion lends to one another. You can revisit, restructure or reevaluate any one at any time, within the larger design or one of the smaller components.

Instructional Goals

What would a design be without goals? I am sure it would be a mess. Without clear agendas and detailed focus the instruction is likely to be just as fuzzy. Start with the generic: "What is the point of this instructional design?". For example, I would like to teach someone how to ride a bike. Start with a square and your question in the middle. Ask yourself, What will the learner need to obtain this goal? What equipment? How much time? Special Resources? Let the idea flesh itself out. Creating a simple flow chart can aid in visualizing your ideas and can be referenced as a tool throughout the process. You can use Canva or Google Drawings to epitomize your ideas.

Instructional Analysis

You may want to keep that flowchart of Instructional Goals handy, because you will need to reference it while making another flowchart for the Instructional Analysis. Have you ever tried to explain to another person something so unbelievably simple that it's almost effortless, such as, how to google something. It might go something like this...

There are steps, within steps, within steps, that you generally do not give a second thought to when doing, but are required on an informative level the first time you did. For someone to google information, they have to have a computer connected to the internet, they must know how to turn on the computer, how to ensure it is connected, how to open the browser, etc, etc. The modus operandi of the Instructional Analysis is to map out all of the steps, including the ones you know, into a seamless flowchart. As with the Instructional Goals, details are important. Put down the steps and sub-steps in a logical order within the chart and bring it along with your Instructional Goals flowchart with you into the next step. You will need it!

Learner Analysis

Believe it or not, there are people in the world who do not know how to build a fire, change a tire, open a bank account, etc, etc. These things may seem simple to you now, but there was a time when they were foreign and made you uneasy, and some of them may still. In the Learner Analysis segment it is your job to find out who will be using this type/style of instruction and see what they already know... and do not know. They may know how to log into a computer, access the internet and do google searches, but they may not be able to do journal study research with google. This segment will allow you to build the instruction with the steps that would be considered both relevant and irrelevant to the learner, but with the detail and resources appropriated to the portion of the instruction the learner is unfamiliar with. While you fill in the gaps for the learners you may find a large enough gap to create further instruction.

Learning Objectives

Not to be confused with Instructional Goals, Learning Objectives are the skills, knowledge, and attitudes the learners are walking away with after the instruction is obtained. The specific nature of the objectives sets them apart from mere goals. The structure of the objectives will look familiar to a lot of learners: After this course the student will...conclude, conduct, demonstrate, perform, complete, execute, etc., etc... Notice all the action verbs? This particular portion of the overall Analysis is the actionable element. Learning Objectives are what the learner will be able to *insert action verb here* after completing the course. If the learners are unable to complete the action portion then the analysis will need to be performed again to narrow down what particular segment or step is missing. The action is the end all be all of the instruction.

After you have completed the analysis portion of the ADDIE Model, you will be equipped with the information needed to present to your client on the instructional design, or you can begin constructing and executing the design knowing you can refer back to the flowcharts you created to keep you on task and aligned to meet the Learning Objectives set using the Instructional Goals, Instructional Analysis and Learner Analysis.

Citations:

Aldoobie, N. (2015). ADDIE Model. American International Journal of Contemporary Research , 5(6), December, 68-72. Retrieved February 23, 2018.

Agile innovation. (2015, September 01). Retrieved February 24, 2018, from https://banknxt.com/43179/agile-innovation/

Jones, L. J. (2010, January 07). Computer clip from 'Cloudy with a Chance of Meatballs'. Retrieved February 24, 2018, from https://www.youtube.com/watch?v=jtIFbCj5ndI

Training Flowchart Process PowerPoint and Keynote template. (n.d.). Retrieved February 24, 2018, from https://slidebazaar.com/items/training-flowchart-process-powerpoint-keynote-template/