Let’s Talk ADDIE
Some people in the instructional design profession despise the ADDIE approach for legitimate reasons. ADDIE, on the other hand, is still active and well, and there’s reason to assume she will be for a long time. Let’s examine all sides of the debate to see what it all comes down to.
Is ADDIE still alive?
ADDIE is a model that every Instructional Designer (ID) or learning material aficionado is familiar with. Some say ADDIE is no longer alive. I’d argue the opposite. ADDIE was a well-known and well-liked model in the instructional design field. Some people believe there is no Instructional Architecture without ADDIE and continue believing so, while others despise it. So, why do people hold such opposing perspectives on the subject? Let’s break them down.
The Origins of ADDIE
Let us begin our journey with the birth of ADDIE. To describe the origins of ADDIE, I’ve referred to this extensive paper on the Instructional Design process. Based on Gagne’s notions, the military began constructing an Instructional Design methodology, and the Air Force soon generated a five-step approach that approximated what would eventually become the ADDIE model for the Instructional Creative process.
What Is the Process of Instructional Design?
The conception, design, and presentation of educational content, experiences, and courses are referred to as instructional design. This is done in the best possible way for students. Early professional teaching and corporate learning options were centered on the ADDIE instructional model, which arose shortly after the military’s five-step approach.
What Is ADDIE?
The ADDIE (analysis, design, development, implement, and evaluate) paradigm was created at Florida State University in 1975. This was the first Instructional Design model developed, and it became a defining feature of its era. Almost all significant educational and corporate institutions adopted it.
As we can see, ADDIE has a rich history that helps it to be naturally strong. Many current Instructional Designers are concerned by this fact. They say it is too stiff and inflexible for today’s needs. We’ll get to this shortly.
The Problem With ADDIE
Time, like any other creation, began to show its impact on ADDIE. Before the turn of the century, there were dissenting voices, with each niche requiring a distinct Instructional Design paradigm. With modern technology, teaching and learning were no longer limited to conventional classrooms, and things took a whole different turn with the incorporation of multimedia in learning resources.
“ADDIE Is An Obsession”
There is a group of ardent ADDIE “haters” that claim this Instructional Design approach is harmful to the production of learning content. And some of them are correct. ADDIE was born in a time when things were radically different. We learned in a class with a professor, facing the front of the room and attending, raising your hand if you had queries, taking assessment tasks, and seeing how we performed at the end. It stands to reason that the ADDIE model was recognized as the standard, yet no organization developed and accepted it. The ADDIE paradigm was not created by a single person, but rather by a group of people.
The problem is that we are learning is fundamentally different ways today and in the future, if current and future patterns are any indications. Ways in which ADDIE cannot be used as a developmental model. As a result, some individuals believe that when the underlying point is A-D-D-I-E, it not only limits how new educational programs are designed but also inhibits the innovative use of new learning tools. Design and implementation are ongoing, which means that technologies are constantly being developed. Keeping up with new technology as they emerge is critical to a company’s long-term success. This also applies to instructional designers.
However, this view is somewhat erroneous. ADDIE has been unable to evolve since it was never intended to be utilized in the twenty-first century. However, the way we adjust is constantly evolving and must be guided by some fundamental principles. That is provided by ADDIE. So, adjusting ADDIE to your systems is and has always been the best option. No Instructional Design system built today will survive the ravages of time in 50 years, but it will help shape the models at the time. ADDIE is and will always be that to us.
There is also a group of people who say that the model’s major flaw is that it presumes you can learn all of the criteria before developing the content. We know from experience that the design process (creating and experimenting with content) influences the final version. Here are some of the most frequent ADDIE issues:
- Processes generally necessitate an unrealistically thorough initial examination.
- Ignores some practical facts. Opportunities are squandered, critical resources are not made available, assistance is inadequate, and goals fluctuate.
- Inadequate designs are frequently overlooked until it is too late.
- We may convince ourselves that “creation never ends,” but when we repeat the same basic operations day after day, innovation can become a bother.
- During the process, there is no room for dealing with flaws or brilliant ideas.
- Learning programs are often evaluated on their ability to meet deadlines, cost, and throughput and don’t focus on evaluating the behavioral changes that result.
- Because it only tests what the student has learned, the post-test evaluation is of little utility in improving education.
Many of these points are valid. However, there are ADDIE variants that tend to match these requirements. One has a “describe” stage before the “analysis” phase. As a result, some people start calling it DADDIE. “We had passed over a vital Define task, and all of our ducks, so to speak, were not in a row,” Jay Lambert writes on his blog. By using the DADDIE model, the likelihood of this happening is greatly reduced. Charter documents, for example, are no longer a thing to finish before beginning a project; rather, they are a specified and essential component of the project. Changing the model underlines their significance.”
There are other variations on this concept (my favorite is “PADDIE,” which adds “planning” and/or “preparation” at the beginning). The concept is mostly used in an agile development process. This enables us to make modifications after assessing the previous phase and streamlines the process.
ADDIE only works in content creation, which is no longer in operation.
“Every day, content creation becomes less and less relevant. Do you believe you are the very first person to write on the topic you are discussing? “According to Matt Crosslin’s post. Some say that content creation is extinct and that all you need to do is make sure your pupils understand what they need to learn and that they can relate to it. So, as educators, do we now have to become enthusiasm merchants? Even if we assume that content-creating IDs are solely the ones who can use ADDIE, content is and will always be crucial. Otherwise, why bother researching at all?
Points of Exit
ADDIE is not going anywhere. ADDIE is not obsolete; it is growing and is still widely used. Here’s a quick poll from Reddit in which the majority of the voters believe ADDIE is not extinct and that it can never expire. Although this is not the same as performing a field survey, it allows us to evaluate the sentiment among Instructional Designers.
To put it bluntly, ADDIE is a process that any Instructional Design model must adhere to analysis, design, development, implementation, and evaluation. Whatever you call the model, you must ensure that these procedures are followed so that ADDIE cannot die. So, there you have it. ADDIE is still functioning and well. It appears that we will be utilizing it or a close relative of it for many years to come.