Design

Instructional Design Models

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Want to explore the ADDIE model? Click the image to dive in!

Curious about the Dick and Carey model? Tap the image to begin!

ADDIE Model

The ADDIE model serves as a comprehensive framework for instructional design, focusing on enhancing educational experiences through its five essential phases: Analyze, Design, Develop, Implement, and Evaluate. Although it may initially appear to follow a linear path, the reality is that the model functions more like a web, allowing for fluid transitions between phases as needed. This flexibility enables designers to revisit and refine each aspect of the instructional process, ensuring alignment with learning objectives. While the model requires a substantial investment of time to produce high-quality educational materials, this thorough approach ultimately leads to more effective outcomes compared to hastily developed products that may fall short of their goals. Emphasizing quality over speed, the ADDIE model remains a cornerstone in the field of instructional design. As Piskurich (2015) explains, “ADDIE is not a lock-step process, and one phase does not always have to be completed before another begins” (p. 15), highlighting its adaptability in real-world instructional planning.

Analyzing

Purpose:

• Identify the learning needs, goals, and constraints.

Development

Purpose:

• Plan the structure, content, and format of the instruction.

Design

Purpose:

• Create and assemble the content and learning materials.

Implementation

Purpose:

• Deliver the instructional content to the learners.

Evaluation

Deliverables:

• Evaluation report.

• Recommendations for improvement.

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Key Questions:

• Who is the target audience (e.g., demographics, prior knowledge)?

• What are the learning objectives?

• What gaps exist in learners' current skills or knowledge?

• What resources and constraints (time, budget, technology) must be considered?

Deliverables:

• Learner profiles.

• Defined learning objectives.

• Needs assessment report.

Deliverables:

• Course blueprint or storyboard.

• Assessment plan.

Key Activities:

• Develop a course outline or storyboard.

• Determine the learning methods (e.g., eLearning, in-person, blended).

• Choose assessment strategies (e.g., quizzes, practical tasks).

• Select or create instructional materials (text, multimedia, etc.).

Deliverables:

• Finalized instructional materials.

• Interactive and multimedia resources.

Key Activities:

• Write scripts, develop slides, create videos, or design eLearning modules.

• Integrate multimedia elements (graphics, animations, audio).

• Develop supporting materials like guides, handouts, or apps.

• Pilot or test parts of the material to ensure usability and effectiveness.

Deliverables:

• Training sessions or courses live and accessible to learners.

• Support for facilitators and participants.

Key Activities:

• Deploy training via a Learning Management System (LMS), classroom, or hybrid setting.

• Train facilitators or instructors, if necessary.

• Monitor the rollout to address any immediate issues.

Purpose:

• Assess the effectiveness of the learning solution and identify areas for improvement.

Key Types of Evaluation:

• Formative Evaluation: Conducted during development to refine materials.

• Summative Evaluation: Conducted after implementation to measure outcomes.

Key Activities:

• Collect feedback through surveys, assessments, or performance data.

• Analyze results to measure whether learning objectives were met.

• Adjust content or delivery based on findings.

The Dick and Carey Model

The Dick and Carey model is a comprehensive and systematic approach to instructional design, created by Walter Dick and Lou Carey. This model offers a clear, step-by-step framework that guides educators through the processes of designing, developing, implementing, and evaluating instructional materials. Unlike some models that view instruction as a standalone event, the Dick and Carey model emphasizes the interconnectedness of all components within the instructional system, highlighting how each element influences one another. The key components of this model include identifying instructional goals, which specify what learners should know or be able to accomplish at the end of the instruction, and conducting instructional analysis, which involves breaking down these goals into smaller, specific tasks or skills necessary for learning. This thorough approach ensures that educational programs are well-structured and effective in meeting learners' needs. As Dick and Carey (2000) note, “the components of the system are all interrelated, and a change in one component affects the others” (p. 4), reinforcing the model’s emphasis on a holistic and integrated design process.

Key Components of the Model:

1. Identify Instructional Goals

   • Determine what learners should know or be able to do at the end of the instruction.

2. Conduct Instructional Analysis

   • Break down the instructional goals into smaller, specific tasks or skills that need to be learned.

3. Analyze Learners and Context

   • Understand the characteristics of the learners (e.g., prior knowledge, motivation) and the context in which the instruction will occur.

4. Write Performance Objectives

   • Create clear, measurable objectives that describe the desired outcomes of the instruction.

5. Develop Assessment Instruments

   • Design tools to measure whether learners have achieved the objectives (e.g., tests, quizzes, performance evaluations).

6. Develop Instructional Strategy

   • Plan the sequence and methods of instruction, including the use of media, activities, and delivery methods.

7. Develop and Select Instructional Materials

   • Create or choose resources such as lesson plans, multimedia, or printed materials that align with the strategy.

8. Design and Conduct Formative Evaluation

   • Test the instructional materials and methods with a small group to gather feedback and make improvements.

9. Revise Instruction

   • Use feedback from the formative evaluation to refine and improve the instruction.

10. Design and Conduct Summative Evaluation

    • Conduct a comprehensive evaluation to determine the effectiveness of the instruction after implementation.

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Reflection

Over the past two semesters, I’ve had the chance to work closely with two instructional design models—ADDIE and Dick and Carey—and both taught me so much in different ways. Last semester, I got to experience the ADDIE model hands-on while working with an amazing team to design a learning project. We followed the process step by step—starting with identifying learner needs, setting measurable objectives, designing engaging activities with tech and gamification, and finally implementing and evaluating our project in the classroom. It was such a collaborative and energizing experience that really showed me the value of thoughtful planning and teamwork in creating meaningful learning.

This semester, I dove into the Dick and Carey model while designing my 4th-grade math parent homework training site—and wow, this model pushed me to slow down and think deeply at every stage. It’s a very methodical, non-linear process that required me to break big goals into manageable tasks, carefully align strategies to learner needs, and revise multiple times through formative evaluation. At times, I definitely felt the pressure of deadlines and wanted to speed things up, but I saw firsthand how sticking to the process led to a more cohesive and practical end product.

Together, these experiences helped me see that while every project is different, the best results come from being intentional, learner-focused, and willing to reflect and revise. Whether working quickly with a team or digging deep on my own, I’ve learned that strong instructional design is about more than just creating lessons—it’s about crafting meaningful learning experiences that truly support growth.

★★★★★

“Where My Reason, Imagination Or Interest Were Not Engaged, I Would Not Or I Could Not Learn”

-Winston Churchill