1. Analyze
1.1. In the Analysis phase, the instructional problem you are trying to solve is clearly identified. Goals and objectives for solving the problem are laid out. The learner is identified, including their baseline knowledge and skill level.
1.1.1. Identify need for course. Gather research on the course topic, field, and target markets. Answer who, what, when, why, and how.
1.1.1.1. Conduct a needs analysis and identify risks and competition.
1.1.1.1.1. Consider various delivery formats for the program and project a launch date for course completion.
2. Design
2.1. In the Design phase, the instructional designer begins to identify learning objectives, possible forms of assessment, assesses the subject matter and content, and begins planning the lessons and use of media in the classroom. This phase is to storyboard or blueprint the course.
2.1.1. Develop a course description.
2.1.2. Create learning outcomes and objectives for the program using Bloom's taxonomy.
2.1.2.1. Hire a subject matter expert, if necessary.
2.1.2.1.1. Identify textbooks and course materials. Create these with SME, if necessary.
3. Develop
3.1. The Development phase is where you assemble the content and other determinations you made during the Design phase. The content and course is reviewed and adjusted per any feedback provided.
3.1.1. Build and finalize course content and lessons.
3.1.1.1. Lay out lesson plans on the schedule and finalize.
3.1.1.1.1. Develop a grading rubric.
4. Implement
4.1. In the Implementation phase, the instructors for the course are trained. Instructors must be familair with the curriculum, learning outcomes, classroom technology, and the LMS. The course is launched.
4.1.1. Course instructors review the curriculum, learning outcomes, classroom technology, and LMS with the instructional designer.
4.1.1.1. A final LMS check is completed and students are loaded into the LMS.
4.1.1.1.1. Course is ready and launched for students to complete.
5. Evaluate
5.1. While Evaluation is the final phase, it should be used throughout the ADDIE process. The Evaluation process is meant to determine changes and adjustments based on feedback from the students and instructors/facilitators in order to continue to improve future courses.
5.1.1. Send a course evaluation to the students and the instructors/facilitators upon completion of the course.
5.1.1.1. Evaluate the results and plan for any necessary changes and adjustments based upon the feedback received.
5.1.1.1.1. Document the adjustments to the program.