ADDIE: Design
- Hanan Douglas
- Jun 14, 2022
- 3 min read
Updated: Jun 28, 2022
According to the ADDIE model, once the Analysis phase is completed you progress to the Design phase. What is the Design phase?
Well, if we think back to last week’s example, we know that we’ve observed an issue in the level of knowledge our region’s volunteers have about our youth organization. This is a liability because of their potential to discourage families from joining as well as setting up too many variations of expectations for what it means to be a member of our organization. We’ve researched our audience in the Analysis phase, determined what the primary issue is, and are ready to move forward.
In the Design phase, we’ll focus on creating the road map to reach our educational goal. How do we do this?
First, we must clearly define our purpose. Our purpose, or goal of the project, will help ensure all of our work is designed to push us in the same direction. We, and our adult volunteer audience, definitely don’t want to do any work that seems unnecessary or detracts from our goal.
Once our goal is clearly defined, we’ll need to write objectives. Objectives should be written to support our goal. “Learning objectives should state actions based on observable behaviors and state the behavior the learner will be able to perform and the conditions under which the performance is to be shown” (Cheung, 2016, p.3).
When we look at the structure of our objectives, it’s helpful to view them with a list of questions: Who are they directed towards? What should they be doing, or learning? When and where will they perform that task or skill? And to what degree will they be able to accomplish it?
Historically, this has been based on theory like Bloom’s Taxonomy. According to Krathwohl (2002), “the original Taxonomy provided…six major categories in the cognitive domain…[they] were Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation” (p.1). However, the revised version of Bloom’s Taxonomy now includes a Taxonomy Table that allows for a second dimension of categorization in learning objectives (Krathwohl, 2002). The Taxonomy Table can be seen below in Figure 1:
With that many questions to consider in one objective, it’s important objectives be specific. You’ll want to consider the type of learning that you want to see. Are your audience members just learning the information and facts? That would be considered cognitive learning. Are they going to perform a task that takes practice to master? That would be psychomotor learning. Are they going to have to apply what you’ve taught in an abstract way? That would be considered affective learning. The type of learning you want to see accomplished will help you determine what kind of language you should use, too. A list of action verbs for each type of learning is provided by Ritzhaupt, et. al. (2022) in ADDIE Explained.
Once you’ve defined your goal and written your supporting objectives, you’ll need to determine the order you want your instruction to be presented to your students. You’ll need to both decide the sequence of instruction as well as your strategies to present your materials.
If your information or tasks build upon each other, the sequencing of your lessons will be fairly easy to order. You’ll see the knowledge levels your students will need in order to build upon skills and succeed at higher levels. For our example with our student volunteers, however, it may be harder to determine a natural order of the information as it is very fact-heavy. We’ll want to put ourselves in the shoes of our volunteers and determine what’s the most basic level of knowledge and build from there. It may look something like teaching and establishing facts of the organization (what year it was founded, official colors, etc.) before moving on to more complex ideas (how to run a meeting, your role in the region, etc.).
As you determine the order of events for your instruction, you’ll want to consider strategies to engage your audience and the tools you can use to enhance that. Here we will want to evaluate the usefulness of learning games, PowerPoint presentations, videos and more to support the learning and experience of our students. Ultimately, you’ll want to spend time researching different strategies that could best support and teach your content.
The Design phase of ADDIE is quite the beast to tackle. The heavy lifting of your course development will be in this stage as you plan and prepare to move on to the next ADDIE phase of Development.
Sources:
Cheung, L. (2016). Using the ADDIE Model of Instructional Design to Teach Chest
Radiograph Interpretation. Journal of Biomedical Education, 2016, 9502572.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice,
41(4), 212.
Ritzhaupt, A. D. A., Nor Hafizah Beatt, OwenCalhoun, CherylDavis, RobertEichler, Brittany
E.Lee, Brenda R.Nichols, JamesSahay, ShilpaSalama, Christine D.Walsh,
SharonWildberger, WilliamWilson, MatthewYaylaci, Muhammed. (2022). ADDIE
Explained. Retrieved 6/14/2022 from http://www.oercommons.org/courses/addie-
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