CIT261

INDIVIDUAL ASSIGNMENT
MODEL CRITISM
IMRAN SYAFIQ BIN MOHD. ISHA
2012230468
MMC1104G / MMC1103H



INTRODUCTION TO ADDIE MODEL

What is instructional design? Instructional design is a strategic planning of any course or just a
one course. It is a design that the learners have to design and follow to achieve something. It
helps the learner connect and understand to make a clear picture of teaching and learning
events. While then, technology means applied science since ages ago and engineering is
technology of applying physics to the design of buildings, chemicals, electric systems and more.
On the other hand, instructional design is the way of how learners want to apply learning and
instructional theory to the design of a quality instruction. An instructional design model gives
meaning to the problem enabling the learner to understand the design task with alert
understanding. This model will help the learner to picture the problem and to separate the
units. What context of used in the model determined the value of that model.

When it comes to quality, instruction is usually considered with three dimensions which is
effectiveness, efficiency and cost. How well did the instruction enable learners to achieve what
the learners want is how well the effectiveness has done throughout the learning process.
Effective instructional design also helps an instructor to teach, to guide and support learners,
and to promote active learning in a meaningful way. Efficiency has got to do with time and
energy that needed to complete the whole instruction. Whereby, the cost of the instruction
means all the expense that had used throughout the design and delivery of the instruction.
Like any other instrument, a model assumes a specific intention of its user. A model should be
judged by how it mediates the designer's intention, how well it can share a work load, and how
effectively it shifts focus away from itself toward the object of the design activity." (Martin
Ryder, University of Colorado)



Formative
Evaluation
Analyze
Design
Develop Implement
Evaluate















One of the instructional design model is ADDIE model. This ADDIE model hasnt been official
until sometime in the 1970s which is around 43 years ago. It is simply a device to help the
learners think about through a course's design. Though the model is linear, it does not have to
be
followed strictly or in a linear approach, especially if the learners already have some course
materials in the learners mind. This ADDIE model does not follow any specific learning theory,
it is just a project management tool. It helps the learners think about the different steps in
course and instructional design. This model creates all kinds of instruction from teaching high
school students about calculus to train doctor to use the state of art medical equipment.

All instruction design use a systematic way to teaching and there are a lot of design models that
continually growing and most of them are a copy of the ADDIE model that include elements
such as analysis, development, implementation, and evaluation. In the ADDIE model, analysis is
the input for the system. Design, development, and implementation are the process and
evaluate is the output of the system. The elements are pack, the five components can be use to
education and training development, so much so that most instructional design models are
build upon these five components.
Analyze in another way of saying is pre-planning which means it is a stage where the learners
are thinking about that course. In the analysis phase, instructional problem is clarified, the
instructional goals and objectives are recognized and the learning environment and learner's
existing knowledge and skills are identified. What are the design of the course that the learners
want to do, who is the audience and their characteristics? Identify the new behavioral
outcome? What categorize of age are the audience? What types of learning constraints exist?
What are the delivery options? Consider the environment of the place and how to deliver the
instructional to the viewers and strategies planning.
Lets get deeper about this analysis. Analysis can save a lot of time in resources, the analysis
phase generally consist of four sub phases which is the development of instructional goals, an
instructional analysis, a learner analysis, and the development of learning objectives. In
development of instructional goal, for example, the learner wants to make pizza. So the learner
has to define what the goal would be. Does the learner want to make every type of pizza? From
pepperoni cheese to hawaiian chicken? Or to stuffed crust? Or does the learner only have
certain type of pizza in mind? This means the learner needs to find out and making a clear
instructional goals that can save a lot of time and effort. Once the learner has clearly defined
what are his instructional goals are, it will be better to develop the instruction.

As if the learner wanted to do a pepperoni cheese. Then that is the learners instructional goal.
After this step, the learner needs to move on to the second step which is the instructional
analysis. During the instructional analysis, a curriculum create defines and find out all of the
step necessary to carry out the instructional goal. This phases are not often that easy. For
example, first the learner needs to roll out the dough, second do the sauce and then cheese,
provide pepperoni and toss it in the oven. But it is not that easy. The learner needs to find out
how to make the dough, where to buy the dough, the technique and tools require to roll the
dough out. More, the learner needs to know the ingredient to the sauce and how to spread it
out evenly. As for the cheese and pepperoni, what kind of cheese. The amount of cheese that
needed for the pizza. How many slicing of pepperoni and how to spread it. This instructional
analysis is very specific and it outline the goals step that learners needs to have to achieve the
instructional goal.

The third step of the analyze phase is the learner analysis. This step finds out what the learner
already about the subject at hand. If the specific set of learners for example just one person, it
is a lot easier to do learner analysis. The learner could just be called. But if the audience is a
large set of audience, then instructor might have to do more research and may even conduct
interviews or surveys. Knowing where the learner stand regarding the subject helps to know
how much or how little the instructor need to teach.

The last step is the learning objectives. Learning objectives are what learners should be able to
do when instruction is fully completed. It is usually in the form of skills, attitude or knowledge.
A good way of writing the objective is to fill in following sentence of the question. By the time a
learner finishes this course, he or she should be able to? This is the time where the learner have
to be specific and use strong verbs that purposely defines the performance. So by the end of
the course describe how to make a pizza dough, demonstrate how to roll it out evenly, show to
how to add sauce, cheese, and pepperoni correctly and explain what temperature the pizza
needs to be cooked and how long.

The next element in ADDIE model is the design. Design is when the learners deal with learning
objectives, design their course on paper by naming the learning units of instruction, assessment
instruments, identify the content, subject matter analysis, lesson planning and media selection,
write instruction for the learning unit, and name the menu items for a learning module. The
design phase should be systematic and specific.
During the design phase, learners should choose a course format, create an instructional
strategy. In design assessment, instructor has to design the course before beginning a context.
It is actually very helpful to test the learners knowledge, attitude and skills about the subject
when instructors are creating the instructional materials. To design effective assessment,
learners are going to use a lot of what the learners learn during the previous ADDIE phase, the
analysis phase. There are four steps to consider in designing a good assessment question or
test. The instructional goals, learners and context, as well as the assessment itself. It is very
important to consider the goals of instruction into design the assessment. If the instructor have
to teach a group of old woman about how to use an email, use performance objective to help
the instructor create effective assessment. If one of the instructor performance is to
demonstrate how to open up a web browser and sign in to an email account, then the
instructor should make sure to test that knowledge at the end of the course. If the learners are
not very computer literate, avoid using unnecessary complicated terms in the assessment,
whatever possible instructor should asses it in a context as close as to the eventual
performance setting as possible. Having them answering a multiple choice question about how
to sign in into an email, or giving them a test to do so through a computer. Make sure the
assessment or test are written clearly, with correct punctuation and grammar.
The second step is choose a course format. It is sometimes called the delivery system. It is a
medium by which the course is presented to the learners. Course can be thought in several
ways, using internet, traditional classroom, from television or a blended course that combined
every different course. The next step is the instructional strategy. These step learners can
create instructional strategy. It is a collection of lectures, reading, discussion, projects,
worksheets, assessments and activities to help the learners learn the course context. This are
part of the overall component strategy are the pre-instructional activities, the content
presentation, learner participation, assessment, and a follow through activities. In pre-
instruction activities include a way in motivate your learners. Then find a way to illustrate the
course objectives which helps them to know where to apply their knowledge. Content
presentation, make sure the content is concise and provide examples. It is important to plant
plenty of learner participation. This means allowing learners to practice the test and providing
them a feedback, assessment is also important. Not just final assessment, instructor also has to
include practice assessment as well as the attitude assessment. And the last one is follow
through activities. This is a review of the entire course strategy. It helps the learners internalize
and apply the instruction when its over.
The third element in ADDIE model is develop. To develop means here that the learners develop
the course materials and pull together the course is based on design phase, build content, and
assignments. For example, programmers work to develop and integrate technologies. Testers
perform debugging procedures. The project is reviewed and revised according to any feedback
given. Build the course structure, upload the content of the thing that the learners want to do.
In development, there are three steps which is create a sample, develop the course materials
and conduct a run through. Create a sample instruction means that learners create a sample of
an actual thing that they wanted to do. Guidance is also needed so that it is not waste if it went
wrong. The second step is to develop the course material. After learners had satisfied with the
sample, they should already decided which instructional activities to include. After learners
have finish developing the course material, hold a review session to see if theres any comment.
The last step is the conduct a run through of the instruction. This is a real time rehearsal of the
course. For example, learners can show it to his or her friend what have learners have created.
Then learners could moved on to the next step which is implementation. Implement in another
saying is put into operation or apply. During the implementation phase, a procedure for training
the facilitators and the learners is developed. This means its a step to overview of the course,
put expectations, initiate instruction and do some interaction. Ask for feedback about the early
course. More, the facilitators' training should cover the course curriculum, learning outcomes,
method of delivery, and testing procedures. Preparation of the learners include training them
on new tools (software or hardware).
As every phases has its part, implementation also have it parts. The three parts of
implementation is train the instructor, prepare the learners and arrange the learning space. The
person that develop the course training also is the one that teaches it. But there are also plenty
of situation where the developer turns the course over to a different trainer instructor. When
instructor create it, instructor want to train his or her friend on the instructional materials that
instructor have develop. Instructor needs to know the course objectives, activities had plan, be
familiar with all the media and assessments tools that instructor is going to use. This means,
instructor need to have all of the materials ready before the first class session. Developer
sometimes have to train dozens of instructor on a particular course in many different areas. The
second step is prepare the learners. This means making sure learners have the tools and
knowledge to participate in class. In higher education settings this means gone through any
necessary orientation, learning any management software. For further explaination, learners
need to know the time for necessary things and what materials learners need to prepare as
well. The last step is arrange the learning space. It means to make sure that the learning space
is comfortable, enough chairs. It is a good idea to test multimedia equipment before hand in
the actual learning space, this will help the instructional goal goes smoothly. Instructor also
should print out the handout that needs to be use.
The last element is evaluate. The evaluation phase consists of two parts which is formative and
summative. Formative evaluation is ongoing during and between phases. The purpose of this
type of evaluation is to improve the instruction before the final version is implemented.
Summative evaluation usually occurs after the final version of instruction is implemented. This
type of evaluation assesses the overall effectiveness of the instruction. Data from the
summative evaluation is often used to make a decision about the instruction. To evaluate a
course, the learner needs to look at the course outcomes with a critical eye. These are some of
the examples of how the learners should be evaluating, did the students achieve expected
learning outcomes? What have they learned throughout the course? How can the learners
make the course better? These type of evaluation helps the learners to understand and to
achieve their ultimate goal.
For more information about this phase or for further understanding, even though it is the final
in ADDIE model, most of the evaluation phase does not come last. Learners should actually be
evaluating their instructional materials and learners have go to through each part of the ADDIE
process. This continual phase is called formative evaluation. There are three steps in formative
evaluation which is one-to-one evaluation, small group and field trail. In one-to-one, instructor
have to ask about the clarity. Is the video clear enough? Then ask about the impact. Was it
helpful when reaching the objectives and goals of the class? Finally learners would accesses the
feasibility. How practical is the video. When doing all of this assessment, it is important to make
sure that learners carefully write out assessment question before. Make them clear, reliable
and objective as possible. After doing a one-to-one, do a small group to see how effectiveness
of one-to-one changes as well as to monitor how well does learners activities in group settings.
Was the instruction interesting? Did learners understand what they are supposed to learn?
After learners are done with the small group, learners are ready to do a field trial. It is a real
time rehearsal after all the activity Instructor have plan for this course. Instructor would want
to conduct it similar to actual instructional setting.
The second type of evaluation is summative evaluation. The purpose of the summative
evaluation is to prove the worth of the instruction after it is completed. Which means learners
have to evaluate the reaction, learning, behavior and the results. Reaction is easily done by
writing a series of statement and having the learners indicate how strongly agree or disagree. A
few of open ended question is helpful as well especially the overall strengths and weaknesses
of the course. Make sure to make learner feedback survey anonymous. This help the learner to
clearly express their attitude without any judgment.
DISADVANTAGES AND WEAKNESS
In ADDIE model or any other model there is of course the disadvantages and advantages of the
model itself. Disadvantages of using ADDIE model is that in analyzing, it may be lengthy and
very time-consuming. This means it is very complicated and took a lot of time to do it. In
designing, none of the design process may take much time, especially if it is evaluated and
reviewed. Cost or availability may affect the production because none of the design process
took much time in developing too. Where for implementation, the learners will not know the
outcomes unless it is implemented. If there was a mistake in the process, it will be exposed in
this stage and therefore the result, a revision must take place in order to make it right which
means it takes more time and money. Last but not least, evaluation. Evaluation is a process that
can considerably increase the amount of time to create a suitable design, which means it can be
difficult especially if the time is limited.
ADDIE model has a lot of weakness, but there is also the advantages of this model. The
weakness of ADDIE model is that the process usually needs unrealistic comprehensive up-front
analysis. Most of the learners did it with a little at all of them and fail to access the elements.
More, the biggest weakness of the model is that it thinks that the learners can know all of the
necessities before they develop the content. Ignores some of the political realities, the
opportunities that is in front of their eyes they missed. Sources that are important arent made
available, lack of supports and target is shifted. Storyboards are very good tools for creating,
communicating and evaluating design alternatives. But poor designs will not be recognized.
Furthermore, detailed processes become so set that creativity becomes a trouble. There is also
no spot for dealing with faults or good ideas throughout the process.
More of the weakness is that this learning programs are designed to meet criteria that are
considered such as schedule, cost, throughput but fail to focus on identifying behavioral
changes. Posttests only provide a very little information about it to assist in improving
instruction.







ASSURE MODEL
For effective instruction to take place, careful planning is required. This model is
designed to help you effectively integrate media/technology into your lesson or
presentation - to help "assure" learning.
There are six parts to the model.










Analyze Learners
The first step in planning is to specifically define your audience. You must know the
learners if you are to select the best strategies to meet the objectives you have set.
The audience can be analyzed in terms of their general characteristics (grade level,
age) and specific entry competencies (prior knowledge, skills, and attitudes about
the topic, and learning styles).

Evaluate
and Revise
Require
Learner
Performanc
e
Utilize
Media and
Materials
Select
Media and
Materials
State
Objectives
Analyze
Learners
Six Parts to
The Model

State Objectives
The next step in planning is to specifically state the objectives for the lesson or
presentation. Objectives must be stated in terms of what the learner (not the
teacher or presenter) will do (stated in behavioral terms) as the result of instruction.
Your lesson should include 2-3 specific objectives. Objectives typically contain 4 basic
parts:
a simple statement that describes the intended Audience. For example, "The
first grade student will . . . " or "The tenth grade English student will . . . "
a statement of the expected student Behavior that will occur as a result of
your instruction. This behavior needs to be observable, so it can be evaluated.
For example, action verbs like add, alphabetize, arrange, build, choose,
classify, contrast, define, describe, diagram, identify, kick, label, locate, make,
multiply, name, produce, pronounce, select, sketch, sort, specify, state, throw,
underline, verbalize, and write are very useful. Avoid words like know,
appreciate, grasp, or understand. These do not represent observable
behavior. Remember that the behavior stated is that of the student, not the
teacher.
a statement of the Conditions under which performance is to be observed.
What resources will the student be allowed to use (e.g., a map, a dictionery)?
What tools or equipment will the student be allowed to use? Will the student
be allowed to use notes or an outline when writing an essay?
a statement of the Degree of accuracy or proficiency the learner must display
in order to move on. The criteria should be based on some real-world
requirement, not stated in terms of a score on a multiple choice test. Time
and accuracy are frequently meaningful for many objectives. Should an
eleventh grade English student be able to write a five paragraph theme within
50 minutes? If a third grade student can complete at least seven of ten single-
digit multiplication problems, can the teacher assume he or she has mastered
the concept?


Select Media and Materials
Now you have set the beginning point (the audience's present knowledge, skills, and
attitudes) and the ending point (objectives) of your instruction. Now your job is the
build an instructional bridge that will connect the two points. You may select
available materials, modify existing materials, or design new materials to help
accomplish this task. You may select several different types of media to use with the
unit. Any of the media/technology discussed in the text will be appropriate.

Utilize Media and Materials
Now you must decide how the materials will be used by the students. Preview the
materials and practice the lesson. Next, prepare the room and be sure the necessary
equipment and facilities are available and ready for your use before you actually use
the lesson.
Require Learner Performance
Learners need to practice what they have learned. Describe how the learners will
actively use the materials you have selected. Correct responses should be reinforced.
There should be activities included in the lesson or that allow learners to respond
and receive feedback before any type of evaluation is administered.
Evaluate and Revise
After instruction, you must evaluate the entire instructional process. Did the learners
meet the objectives? Did the media/materials assist the learners in reaching those
objectives? Could all learners use the materials properly? If there are discrepancies
between what you intended and what actually happened during the lesson, make
appropriate revisions before making the lesson again.




ADVANTAGE
This model is a model that more approaching to the learner. Knowing the learner
weakness in the learning process and using this model to help them achieve the
goal.This model will help the learner to have better understanding in achieving their
goal and help them improve their skill by processing the media and material used.

DISADVANTAGE
The models only disadvantage is the use of the media and materials. How will the
learner will use the material given? How the learner learned by using the media and
material? What will the learner learn from the media and material? This will be the
question that will happen in the learning process. How long will the learner need in
order to achieve the goal and will the media and material used is enough to help the
learner to learn.

CONCLUSION
Assure and Addie model has its own way of helping learner. It is said that it is very suitable and
convenient for an instructor to use these type of model during the learning process. Even
though many of the techniques are used in a traditional face-to-face classroom, teaching an
online course requires additional techniques for success towards these models. The efficient
framework provides a basic lane for developing and teaching an online course which is analyze
the course objectives and audience, design and develop the materials and activities, implement
the course materials and encourage learning, and finally, evaluate the effectiveness.

Although many instructional designers use ADDIE as a more narrow model than ASSURE, it is
actually a means of describing the key components of any instructional design model.

The five phases in ADDIE represent the major steps in all systematic problem-solving models
and more usable than ASSURE. This means that ADDIE model is very specific regarding the step
on how each problem could be solved. It is clear and specific. Therefore, ADDIE model is a good
model even though it is not very modernized and more specific like other models.