ADDIE model

[1] The name is an acronym for the five phases it defines for building training and performance support tools: Most current ISD models are variations of the ADDIE process.

[5]The origin of the label itself is obscure, but the underlying ISD concepts come from a model developed for the U.S. armed forces in the mid 1970s.

As Branson (1978) recounts, the Center for Educational Technology at Florida State University worked with a branch of the U.S. Army to develop a model, which evolved into the Interservice Procedures for Instructional Systems Development (IPISD), intended for the Army, Navy, Air Force, and Marine Corps.

Branson provides a graphic overview of the IPISD, which shows five top-level headings: analyze, design, develop, implement, and control.

[6] The analysis phase clarifies the instructional problems and objectives, and identifies the learning environment and learner's existing knowledge and skills.

[7] During the needs analysis instructional designers (IDs) will determine constraints and resources in order to fine tune their plan of action.

[7] The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection.

Systematic means a logical, orderly method that identifies, develops, and evaluates a set of planned strategies for attaining project goals.

Pavlis Korres (2010), in her instructional model (ESG Framework),[10] has proposed an expanded version of ADDIE, named ADDIE+M, where Μ=Maintenance of the Learning Community Network after the end of a course.