ADDIE Model

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ADDIE Model by Mind Map: ADDIE Model

1. 1. Analyze

1.1. To determine action steps: Ask the big-picture questions and get a feel for the project's rhetorical situation.

1.1.1. What student populations will be taking this learning module?

1.1.2. What is the timeline for implementation?

1.1.3. What other departments need to be looped in and collaborated with?

1.1.4. What are the costs involved?

1.1.5. What is the most effective platform for the module?

1.1.6. What are the module's purpose and learning objectives?

1.1.7. What are the knowledge gaps of the potential audience?

1.1.8. Do any related trainings already exist?

1.1.9. Will this module be sustainable over more than one run?

1.1.10. What types of media will be necessary, and what tools will be needed to produce it?

1.1.11. Hold surveys and focus groups for potential instructors and learners.

1.1.12. Who will manage or provide expertise relating to the module's media?

1.1.13. What problem does this module intend to solve (Needs Assessment)?

2. 2. Design

2.1. To determine action steps: Use what was learned in the previous phase to make practical decisions about the module's structure, content, layout, etc.

2.1.1. Storyboarding.

2.1.2. Create a prototype to test.

2.1.3. Write the specific course objectives.

2.1.4. Identify specific activities and media to be used.

2.1.5. Determine how much time will be spent on each topic.

2.1.6. Identify assessments and instructions to be used.

2.1.7. Map out module's layout and navigation, and get feedback from test users. Consider universal design.

2.1.8. Determine how the module will be implemented: what trainings will be needed, and for whom? What will be the timeline for rolling out the trainings and module? Will the module be be released to all populations at once?

2.1.9. Identify a workflow for managing enrollments.

3. 3. Develop

3.1. To determine action steps: Create each element of the module to match the storyboard and prototype from the design phase; revise, add detail, and add polish.

3.1.1. Build module's components in the LMS and upload content and media.

3.1.2. Consider digital accessibility in choosing colors, fonts, sizes, contrast, etc.

3.1.3. Test to ensure that the real module's behavior matches that of the prototype.

3.1.4. Walk through each stage of the module to see whether it meets the learning goals set out in the previous phases.

3.1.5. Revise and proofread all content.

3.1.6. Remediate any non-accessible media such as PDFs and videos.

3.1.7. Create instructor trainings.

3.1.8. Create assessments and rubrics.

4. 4. Implement

4.1. To determine action steps: Carry out implementation plans created during the design phase while accounting for any subsequent developments; provide trainings, instructions, and change management.

4.1.1. Make the module live to the intended populations.

4.1.2. Monitor the module's progress and provide support for any bumps in the road.

4.1.3. Consider running a pilot before the real module.

4.1.4. Maintain consistent communication with instructors leading the module, administrators overseeing the project, and any other stakeholders.

4.1.5. Deliver instructor trainings.

5. 5. Evaluate

5.1. FORMATIVE: To determine action steps: During each phase of testing and implementation, evaluate whether learning goals are being met and if any aspects of the module can be improved.

5.1.1. Implement test environments throughout the ADDIE process and gather feedback from test users.

5.1.2. Check-in with instructors while the module is running to take its temperature: are the students engaged? Are intended learning objectives being met? If not, does the module's scope need adjustment to account for different objectives, or do its activities need to be re-calibrated to engage with the originally intended objectives?

5.2. SUMMATIVE: To determine action steps: When the module is complete, use feedback from participants to evaluate the module's outcomes. Feed this info back into the Analyze phase of your next module!

5.2.1. Survey the instructors and hold focus groups to get a feel for what was or wasn't intuitive in leading the module.

5.2.2. Survey the learners to determine how effectively the module met learning objectives.

5.2.3. Determine any pain points in the module's layout and navigation.

5.2.4. Should any of the media change?

5.2.5. Are any additional instructor trainings necessary?

5.2.6. Did the learners react positively?

5.2.7. How effective were the assessments and rubrics?

5.2.8. Were there any accessibility concerns during the module? If so, how were they addressed?