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VEER Instructional System Design and ADDIE
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22 September 2015 - 12:47, by , in Uncategorized, 2 comments

VEER consultancy’s professional instructional designers are using ADDIE model for the training development. ADDIE model is an Instructional System Design (ISD) framework that represents a descriptive guideline for building effective training and performance support tools in five phases:

  • Analysis
  • Design
  • Development
  • Implementation
  • Evaluation


The ADDIE Model of instruction systems design (ISD) was first during the 1970s by Florida State University’s Center for Educational Technology. ADDIE is an acronym for the five-phase courseware development program of analysis, design, development, implementation and evaluation.
It has become a widely used and frequently modified best practice within the private sector. It is often employed for compliance training and other learning events that are not time sensitive.
One of the attractions of the ADDIE Model is its flexibility. For example, it can be used with both individualized and traditional instruction. In addition, its phases are frequently modified to suit user needs, and it can be employed in combination with other models such as Rapid Application Development (RAD) and the Successive Approximation Model (SAM)

Here is an explanation of the ADDIE Model’s five phases:


Phases of ADDIE

Analysis phase

In the analysis phase, instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner’s existing knowledge and skills are identified. Below are some of the questions that are addressed during the analysis phase:

  • Who are the audience and what are their characteristics?
  • What is the desired behavioral outcome?
  • What types of learning constraints exist?
  • What are the delivery options?
  • What are the pedagogical considerations?
  • What adult learning theory considerations apply?
  • What is the timeline for project completion?

Design phase

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, and session planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project’s goals. Specific means each element of the instructional design plan needs to be executed with attention to details.

These are steps used for the design phase:

  • Document the instructional, visual, and technical design strategy
  • Apply instructional strategies according to intended behavioral outcomes by domain (cognitive, affective, and psychomotor)
  • Design the user interfaceand user experience
  • Create a prototype
  • Apply visual design (graphic design)

Development phase

The development phase is where the developers create and assemble the content assets that were created in the design phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.

Implementation phase

The implementation phase develops procedures for training facilitators and learners. Training facilitators cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation for learners includes training them on new tools.

Evaluation phase

The evaluation phase consists of two aspects: formative and summative. Formative evaluation is present in each stage of the ADDIE process, while summative evaluation is conducted at the end. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users.


  1. Link Morrison, Gary R. Designing Effective Instruction, 6th Edition. John Wiley & Sons, 2010.
  2. Link- Piskurich, G.M. (2006). Rapid Instructional Design: Learning ID fast and right.
  3. Link–  Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., Hannum, W. H. (1975). Interservice procedures for instructional systems development. (5 vols.) (TRADOC Pam 350-30 NAVEDTRA 106A). Ft. Monroe, VA: U.S. Army Training and Doctrine Command, August 1975. (NTIS No. ADA 019 486 through ADA 019 490).
  4. LinkEd Forest: The ADDIE Model: Instructional Design, Educational Technology
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