University of the West Indies, Open Campus

Title: The ADD-9 Model

By
Farley J. Joseph
ID#: 806000778

Instructional Design Theories, Models and Strategies

Date Submitted: 25th March, 2015

The ADD-9 Instructional Model

Introduction
There are several prominent instructional models in the field of Instructional Design. These are
the road maps that guide the design and delivery of instruction that is pertinent to the learner. In
order to innovate or build on these models, it is important to understand how they are currently
applied to the field of Sound Engineering, what strategies are suitable and supported by the
various models and then consider how changes can be made to improve these.

Summary of Workplace Environment

In the Caribbean vocational training is becoming increasingly important. Regional governments
have recognised this fact and are now moving towards standardisation of training delivery,
assessment and integration of vocational qualifications with the creation of the Caribbean
Vocational Qualification (CVQ). One field of significant importance in the vocational realm is
that of Live Sound Engineering. This involves the reinforcement and amplification of audio and
is closely related to the creative industry, specifically the music industry and broadcast audio
sectors. As a tutor responsible for the design and delivery of Sound Engineering training
sessions employed with one of the largest providers of vocational training in Trinidad and
Tobago, the researcher has chosen to focus this paper mainly on this sector. The Sound
Engineering programme is focused on providing training to unemployed and underemployed
youth between the ages of 15- 35 years in Trinidad and Tobago. Learners typically come from a
multitude of backgrounds but many trainees come are disadvantaged and may have ended their
secondary school life prematurely. The programme aims to provide transferrable and marketable
skills for trainees through which they can obtain employment or venture into entrepreneurship.

How Do Instructional Models Relate to the Sound Engineering Training

Environment?
While there are many models of instruction that have been applied to the Sound Engineering
training environment, two have proven to be particularly useful frameworks for the organisation
and structuring unique instructional activities. They include: The ADDIE Model and Gagne's
Nine Events of Instruction.
The ADDIE Model, which was first developed for the U.S. Army during the 1970s by Florida
State Universitys Center for Educational Technology, is an acronym for

five phases of

courseware development. The acronym represent the components: Analysis, Design,

Development, Implementation and Evaluation. (Gibbons & Rogers, 2009) In the Analysis phase,
the Sound Engineering instructional problem is clarified and the instructional goals and
objectives are established while the learning environment and learner's existing knowledge and
skills are identified. (Branch, 2010) The second stage is the Design phase. This is where learning
objectives for each lesson is outlined as well as assessment instruments, exercises and lesson
planning are developed.
Next in line is the Development phase where the developers create and assemble the content
assets that were created in the design phase. Programmers work to develop and/or integrate
technologies while testers perform debugging procedures and the project is amended based on
any feedback given. Implementation then follows where a procedure or plan for training the
trainees is developed. Preparation of the trainees might include teaching them how to use the
specific audio tools to undertake named tasks. Finally, the Evaluation phase is two-fold
Formative and Summative. According to Branch (2010) Formative evaluation is done at each of
the ADDIE stages. This helps to determine whether efforts are playing out as planned and to

uncover obstacles, barriers, and unforeseen opportunities that emerge during the process.
Conversely, the Summative stage generally consists of assessment items that are aligned to
specific domains. Summative Evaluation collects data following implementation of delivery in
order to determine its effectiveness and whether it satisfies the instructional objectives.
The second model which is prevalent in the field of Sound Engineering is the use of Gagne's
Nine Events of Instruction to deliver instruction to trainees. Robert Gagn proposed a series of
events which follow a systematic instructional design process that share the behaviourist
approach to learning, with a focus on the outcomes or behaviours of training. (Gagne, Briggs, &
Wager, 1992)
The first step involves gaining the attention of the students. Here the tutor usually ensures that
the trainees are ready to learn and participate in activities by presenting a stimulus to gain their
attention. Students are then informed of the objectives or outcomes to help them understand what
they are to learn during the session before attempts are made at linkages between what the
trainees are about to learn and their prior knowledge on a particular audio topic. Strategies are
then used to present and cue lesson content to provide more effective and efficient instruction.
Learning guidance is then provided to the trainee to help them retain the content and steps are
taken to activate student processing eliciting performance to confirm correct understanding of the
concepts. Feedback is provided at every stage of the process, performance assessed and retention
and transfer is enhanced to help learners develop expertise.

Prevalent Instructional Strategies in the Sound Engineering Training

Environment
Featuring prominently in the field is the Direct Approach to instruction. This approach is skillsoriented and implies that teaching practices are teacher-directed. It emphasizes the use of smallgroup, face-to-face instruction by teachers and aides using carefully articulated lessons in which
cognitive skills are broken down into small units, sequenced deliberately and taught explicitly.
(Reigeluth & Carr-Chellman, 2009) This method works well for teaching the theoretical
concepts that accompany Sound Engineering education.
In contrast, the Simulation approach is also popular in the field. What is learned and practiced
with the aid of an instructional simulation is the ability to adapt action to a momentary problemsolving need. Simulations provide practice in carrying out complex tasks and also in selecting
which tasks to carry out at a given moment. Simulations can be used to help trainees gain
practical skills in the Live Sound environment. (Gibbons, McConkie, Seo, & Wiley, 2009)

The ADD- 9 Model for Designing and Delivering the Sound Engineering
Curriculum
The instructional model that has been created is known as the ADD- 9 Model. It involves the
combination of both the first three elements of the ADDIE Model (ADD) outlined above as well
as Gagne's Nine Events of Instruction. As seen in the following diagram, the ADDIE Model
serves as the foundation, which consists of the design of the actual Sound Engineering
curriculum. Building on this foundation, the tutor is then able to deliver the instruction by closely
following Gagne's Nine Events which leads to the attainment of the learning outcomes.

Attainment of
Learning Outcomes
9. Enhance Retention and Transfer
8. Assess Performance
7. Provide Feedback
6. Elicit Performance
5. Provide Learning Guidance
4. Present the Content
3. Stimulate Recall of Prior Learning
2. Inform Trainees of Objectives
1. Gain Trainees' Attention

ADDIE FOUNDATION

Analysis- Establish Goals for Sound Engineering Programme

Design- Design of Actual Programme Content
Development- Integrate all Specially Designed Materials

Fig. 1-The ADD-9 Model for Designing and Delivering the Sound Engineering Curriculum
In this new model, both the Implementation and Evaluation phases of the ADDIE Model are
removed from the foundation level since each lesson will be implemented and assessed using
Gagne's Nine Events of Instruction. The model outlines a framework for the development of the
curriculum which serves as the foundation that informs and supports the process of instruction
which is then delivered through the use of the nine events. This should facilitate the smooth and
timely progression of instruction by removing repetitive steps such as assessment from the

foundation stage. Both Implementation and Evaluation can now be covered in the nine steps.
The new method will re-employ the Direct Instruction and Simulation approaches but can also
make use of Problem Based Learning at the 6th Step, where the learners will be required to elicit
performance. Tutors can create specific audio tasks such as giving the trainees a scenarios to
which they will respond. This can be achieved by using a case study approach. (Gallager, 1997)

Reflection
The concept of developing an instructional model was of great concern initially since the models
as outlined in the course text always seemed very intimidating and as though decades of work
went into bringing them to life. The idea for the ADD-9 Model came naturally, flowing from the
discussion of both the ADDIE Model in addition to Gagne's Nine Steps in the preceding section
of the paper. It is believed that the ADD- 9 Model is an excellent model since it caters for closer
integration of the design and delivery aspects of instruction.

References
Branch, R. (2010). Instructional Design: The ADDIE Approach. New York: Springer. Retrieved
from Instructional Design: http://www.instructionaldesign.org/models/addie.html
Gagne, R., Briggs, L., & Wager, W. (1992). Principles of Instructional Design. Fort Worth, TX:
Harcourt.
Gallager, S. A. (1997). Problem-based learning:Where did it come from, what does it do, and
where is it going? Journal for the Education of the Gifted, 20 (4), 332-362.
Gibbons, A. S., & Rogers, P. (2009). The Architecture of Instructional Theory. In C. Reigeluth,
& A. Carr-Chellman, Instructional-Design Theories and Models Vol III (pp. 305-312).
New York: Taylor and Francis.
Gibbons, A., McConkie, M., Seo, K., & Wiley, D. (2009). Simulation Approach to Instruction.
In C. Reigeluth, & A. Carr-Chellman, Instructional Design Theories and Models Vol 3.
New York: Taylor Francis.
Reigeluth, C., & Carr-Chellman, A. A. (2009). The Direct Approach to Instruction. In W. Huitt,
D. Monetti, & J. Hummel, Instructional-Design Theories and Models Building a
Common Knowledge Base (pp. 86-87). New York: Taylor and Francis.
University of the West Indies, Open Campus. (n.d.). Unit 4 Instructional Design Models.
University of the West Indies, Open Campus.