Comments on: ADDIE is dead! Long live ADDIE!

By: Mike Preston

Mike Preston — Sun, 16 Oct 2011 16:22:40 +0000

My background in in IT (analyst, project manager, program manager, VP). The biggest problem I found in IT was poor analysis. Now I’m an Instructional Designer and grad student in ISD, and in my mind the biggest training problem is (wait for it) poor analysis. If you don’t know what you’re solving and who you’re solving it for, your solutions are going to miss the mark. In IT my favorite solution was based on the work of Tom DeMarco, who created a structured methodology that generates iterative, top-down, graphically-depicted analysis products with a high level of user interaction. Proper analysis takes time, and hit-or-miss, analytically-deficient products are much faster, but seem to deliver false savings. ISD (or whatever else takes its place) could benefit from such structured analysis efforts.

By: Judith Christian-Carter

Judith Christian-Carter — Sun, 16 Oct 2011 12:41:21 +0000

An excellent post, thank you. I’ve been doing instructional design for the last 38 years, first as a secondary school teacher and for the last 13 years for my business (as a co-director) Effective Learning Solutions Ltd. Throughout this somewhat long time-span I have always maintained that ADDIE and other systematic approaches to designing and developing learning solutions are merely frameworks or models, i.e. none of them is the be-all or end-all and none of them is definitive. However, as frameworks and models they are extremely useful because they help to ensure a much needed discipline/rigour element in the overall process. For far too long I have seen people design all many of learning solutions on the ‘back of a fag packet’, straight into some wonderful authoring software, and so on, without asking essential questions at the outset, hence the importance of the analysis stage. The more experienced people become at instructional design the more they are able to modify and take short-cuts with any framework or model. In my view, to diss any of these frameworks or models is extremely short-sighted and counter-productive, whilst an honest and informed critique is not.

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Thu, 10 Mar 2011 01:33:13 +0000

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By: Claudia Torres

Claudia Torres — Fri, 26 Mar 2010 16:48:03 +0000

I’m always curious about if there are organizations who actually do the entire ADDIE model. I have worked in many different companies throughout the US and there is a lot of discrepancies when it comes to the ways they do ISD. ADDIE most of the time becomes DI. Any thoughts?

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Fri, 19 Feb 2010 10:30:29 +0000

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By: Patrick Dunn

Patrick Dunn — Mon, 14 Sep 2009 08:37:12 +0000

I started replying to this but it got too long, so I’ve blogged about it here: http://patrickdunn.squarespace.com/occasional-rants/2009/9/14/more-on-addie-sorry.html

But briefly:

Outside of the military/police and similar, anything like rigorous application of ADDIE is almost wholly absent in the UK/Europe. ISD/ADDIE was and is a North American phenomenon. The really interesting questions are around why, in what ways, the implications etc.

I’ve heard many times that expert ADDIE/ISD users treat it loosely, which is fine. Where we need to get to, in training new professionals is a point where we get people to the truth – that ADDIE is an interesting concept and a means of design support – very early on in their development. This is absolutely not the case in the military and similar, where hundreds (probably thousands) are still taught ADDIE/ISD as an immovable and inflexible truth.

Why are we so engaged in still talking about it? Because I think we (instructional/learning design, learning technology etc.) have a sense of insecurity about what we do. We used to have a process (ADDIE), and….eeeek….now we don’t.

We do have alternatives. We don’t have another huge, comprehensive methodology, but then we wouldn’t these days because life isn’t like that any more. What we have is a messy, evolving, confusing mass of heuristics and half-digested processes, which kind of reflects the reality of day to day design.