1. 5. EVALUATION
1.1. Phase Description: Evaluation does occur at the end of the ADDIE process, but it is also used in each preceding phase. This phase involves the active pursuit of feedback to a) help revise and progress the ADDIE process and b) garner learner responses to the completed course itself.
1.2. Action Steps:
1.2.1. Formative evaluation - Check in on students during course for one-on-one assessment and provide quizzes to gather evaluation that is part of (and feeds back into) the instructional process.
1.2.2. Summative evaluation - Prove the worth of the instruction and understand the learner response by initiating anonymous surveys after course completion, including free text opportunities.
1.2.3. Take this feedback and place it back into the Analysis phase in order to facilitate future improvements
2. 2. DESIGN
2.1. Phase Description: Using the analysis you gathered and training plan from Analysis phase, you can now make practical decisions about strategy, delivery methods, structure, duration, assessment, and feedback.
2.2. Action Steps:
2.2.1. Take the learning objectives you ended the Analysis phase with, and design the course's assessments based on these objectives.
2.2.2. Choose the course's "shell," or the format, medium, delivery methods, duration, and structure
2.2.3. Create an instructional strategy by storyboarding your ideas
2.2.3.1. Design-in: pre-instructional activities, content presentation, learner participation, assessment, and follow-through activities
3. 1. ANALYSIS
3.1. Phase Description: Before developing any content or strategies, you must analyze the current situation and goal(s) of the training.
3.2. Action Steps:
3.2.1. Identify the specific, precise instructional goals
3.2.2. Define and write out the necessary steps (and substeps) to carry out those instructional goals. This will be your training plan.
3.2.2.1. "who, what, when, where, why, how?"
3.2.3. Conduct a learner analysis to find out what the students already know going into the training.
3.2.4. Clearly identify the learning objectives, or what skills/attitude/knowledge the students should have once instruction is completed.
4. 3. DEVELOPMENT
4.1. Phase Description: Create the courses, which will be heavily guided by the storyboard. The core content has already been decided, so this phase adds detail and polish.
4.2. Action Steps:
4.2.1. Turn your instructional strategy and storyboard into the actual course. Choose graphics, colors, and fonts with appeal/audience engagement in mind.
4.2.2. Test the course by carrying out a real-time, timed rehearsal. This exercise allows you to check the mechanics and the utility of the navigation
5. 4. IMPLEMENTATION
5.1. Phase Description: Share the courses with the learner. The decisions in the design phase will influence how this is carried out, but it's often via LMS. You might employ a sample presentation or a pilot course first.
5.2. Action Steps:
5.2.1. Train the instructor(s), if applicable
5.2.2. Prepare the learners by ensuring they have the tools and knowledge necessary to do the class (i.e. prerequisites, orientation, software training, published schedule, acquired necessary materials)
5.2.3. Arrange the learning space--verify you have the proper technologies, whiteboards, seating, and that the multimedia functions.