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ADDIE PAPER
Chris Humphreys
University of South Carolina Columbia
EDET 746 Management of Technology Resources

On my honor as a University of South Carolina (Columbia) student, I have completed my

work according to the principles of Academic Integrity. I have neither given nor received
any unauthorized aid on this assignment.

Christopher D. Humphreys

August 25, 2014

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ADDIE Paper
The idea of instructional design has been around since people began to
communicate with one another I would imagine. Instructional design has many names
and comes in many forms depending on the context in which it is used. People can
teach or tell another person how to accomplish a simple task, answer questions, and
learn how to do something in general. The first person to discuss the science of
teaching was William James around the beginning of the twentieth century. In his book,
Talks to Teachers on Psychology, he identifies the scientific approach to instruction.
Since then there has been a number of significant contributors to the thought of
instructional design such as John Dewey, Edward Thorndike, and a more modern name
Paul Saettlers who wrote The Evolution of American Educational Technology.
Not until the advent of educational psychology at the turn of the twentieth century
did people understand the need behind educating people using different practices to
teach them with. The traditional approach had been for an educator to focus completely
on the information that should be included in the lesson; instructional design demanded
that the educator add to that some consideration for how the information was to be
organized and presented based on what is known about the learners and their abilities.
(1974).This change of thought led to instructional design becoming the dominant means
to design and develop instructional processes.
According to Air Force Manual 36-2234, Instructional System Development (1
November 1993), the Air Force developed its first major instructional system in 1965. It
describes the original Air Force ISD model as being a Five-Step Approach, providing
Feedback and Constraints, and being Flexible (1993). This model was linear much like
others of its time. Not until 1993 did the Air Force alter its design to a cyclic process.
The Air Force began using the Five-Step Approach as an effective and cost efficient way
of analyzing, designing, developing, and implementing and evaluating instruction.
In turn the ADDIE process was also used as a valuable training model for the
U.S. Army in the mid 1970s developed by Florida State University. As the Vietnam War
was coming to an end and the uniformed forces turned to an all-volunteer service the
Army was faced with a force where the education of an entry level recruit was at an alltime low. As with any war, the equipment of its time becomes the most advanced to date

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and with an under educated pool the army needed a way to train the masses in a simple
and effective manner. This is where ADDIE was developed and seen as a success by
the Army; eventually being adopted by the remaining armed forces as an instructional
design tool.
The two major models of instructional design are Dick and Careys systems
approach and Kemp, Morrison, and Rosss instructional design plan. "The most widely
adopted introductory text related to the ID process is Dick and Carey (1996). Their
instructional design model is considered to be one of the most systematic where the
learner is responsible for the process.
The approach model is a simple way to follow along and see where there are
areas for improvement within the instructional design. It has a linear layout that allows
the user to decide on a weak area within the design and go back to that stage to alter
the outcome and reassess to see if the results had changed.
Alternatively the Kemp, Morrison, and Rosss instructional plan is shown with the
nine elements of instructional design in a circular or oval pattern. This circular design
allows the user to change, reassess, or revisit any part at any time during the
instructional design to make adjustments or improvements to the process. A stark
contrast to Dick and Careys systems linear approach to instructional revision is Kemps
circular plans two outer layers where planning, evaluation, project management, and
support service can help support design.
The two models previously discussed are examples of ADDIE. The acronym
ADDIE is a designers way to remember the descriptions of each instructional design
and development stage. The guide is to analyze the problem, design appropriate
instructional methods, and develop those methods, implement it, and the evaluation of
the process. Dick and Careys and Kemp, Morrison, and Rosss instruction designs are
different in the ways they are laid out and meant to follow however, they both are in line
with the ADDIE process. They both have limitations given the situation they are used for.
If you were designing a process for a manufacturing company Dick and Careys design
model is better suited because it is set up like a manufacturing process. If you were
designing a technology plan for a school the Kemp, Morrison, and Rosss instructional
design plan will allow the school to work within the confines of time, differences of
learners, staff issues, and requirement of the instructional design.
The Air Forces Five-Step Approach has five major phases to it. Phase one is to
analyze system requirements, phase two is to define education and training
requirements, phase three is to develop objectives and tests, phase four is to plan,
develop, and validate instruction, and phase five is to conduct and evaluate instruction

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(1993). These phases are similar to Bela Banathys Model of Design in that it allows for
feedback and constraints to be considered continuously throughout the process.
However, Banathys instructional model has six concepts in his ISD model. The
concepts are first to formulate objectives, second to develop a criterion test, third to
analyze learning tasks, fourth to design the system, fifth is to implement and test output,
and lastly to change to improve the process (1968). Comparatively they both are liner
models; however Banathys model more closely resembles the more recent ISD models.
The instructional system design that Banathy developed does not clearly use the
same language as the ADDIE model however it does demonstrate that it flows in the
same manner. This can also be said about the AF Five-Step Approachs liner model
from 1965. Both of the models begin by analyzing whether it is for objective
development in Banathys or system requirements in the Five-Step they both have the
same meaning. Their second phase, if you will, is where the distinction comes into play.
The AF approach is to define education and training requirements.
From a military standpoint this seems the more likely next step. Its where the unit
needs to know what training and learning is needed so to plan ahead for it. In Banathys
model he proposes the development of a criterion test. Basically planning for the
evaluation phase before you know how to develop or implement the training which isnt
how the military functions. This is where it can be said that different models serve vastly
different functions depending on the needs assessment of the customer. The framework
is the same its only how you get there that is different.
The Five-Step Approach also shows the development of the objectives and tests
in step three after the needs analysis, learner analysis, and task analysis are completed.
The difference in Banathys is that the first step is to formulate objectives. These are
some of the major differences in the descriptions of the ADDIE stages looking at two
different models from the same time period and serve the same process.
Although there are several versions ISD, with an almost unlimited number of
flavors, the ADDIE model is the most popular in business and organizational
environments, with the Dick and Carey model being the most popular model in school
and educational environments (2000). The Dick and Carey model was developed in
1978 and continues to be designed in a liner manner. Schools and educational
environments found this model useful because it has ten separate areas and not just a
few like others. It describes what learners are expected to do at the end of the
instruction. This would be developing objectives such as Banathys model. Dick and
Careys model goes on to discuss formative and summative evaluation which is an
important component of what educators do routinely in their classrooms. I also think

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their model is used by education more often because it also discusses assessment
instruments and instructional strategies. I find myself working in this model every time I
write a lesson plan but never put a name to it.
The instructional design model of Jerold Kemp is nine vice Careys ten elements
of development and is presented in an oval pattern without lines or arrows pointing the
way because each element may be addressed at any time while developing the
instruction (2004). This is the greatest difference between the Dick and Carey model
and Kemps. They both discuss identifying problems, creating objectives, designing
instruction and evaluations. However, given that they can both be used in education or
other settings the final step in each model is different. In Dick and Careys component
ten is just that, a component, one that is found at the end of a long process in at which
time it takes you back to the instructional analysis if problems arise. In Kemps model
revision in its own ring that surrounds the model showing the designer that revision can
be done at any time during the design process.
The analysis phase is to develop goals and objectives that ensure learners
environment, knowledge, and skills are identified.
The design phase will identify what assessments, content, and media will be used in the
instructional design.
The development phase is the creation phase where the content is developed, graphics
are designed, and technologies are intergraded.
The implementation phase is where the procedures for the facilitators and the learners
are developed.
The evaluation phase is where formative assessments that take place throughout and
summative assessments at the end of the process test the design and allow for
feedback.

References
Banathy, B. (1968). Instructional Systems. Palo Alto, California: Fearon Publishers.
Dick, W., & Carey, L. (1996). The systematic design of instruction. 4th ed. New York, NY:
Harper Collin

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Dick, W., Carey, L. (2000). The Systematic Design of Instruction. Glenview, IL: Scott,
Foresman, and Company.
Department of the Air Force Manual 36-2234 (1993). Instructional System Development.
Washington DC: U.S. Government Printing Office.
Morrison, G. R., Ross, S.M.& Kemp, J. E., (2004). Designing Effective Instruction, 4th
edition. John Wiley & Sons.
Snellbecker, G. (1974). Learning theory, instructional theory, and psychoeducational
design. New York: McGraw-Hill.