Instructional Design Models; A Brief Comparison

This writing provides a description and comparison of the ADDIE and Rapid Prototyping Instructional Design models.

The ADDIE model consists of five phases: analysis, design, development, implementation and evaluation. This model provides for a systematic instructional design procedure that can be used for the creation and maintenance of course content and delivery. Each phase provides the building blocks or foundation upon which to build each succeeding phase.

The analysis phase is used to identify the learning problem, goals and objectives, student or audience needs, existing knowledge and other relevant factors. These factors may include the learning environment, constraints, delivery options and the project timeline. During this phase the designer develops a clear understanding of the “gaps” between competencies or desired outcomes and the student’s existing knowledge.

The design phase of the ADDIE model specifies learning objectives and content for the course or presentation. The design phase may include the development of prototypes, graphic design, and user-interface.

The development phase is used to create the actual content and learning materials based on the design phase.

The implementation phase is where the plan is tried and procedures for training are developed. Training materials are used for delivering course content and competencies based upon the course objectives. Training materials are evaluated for effectiveness.

The evaluation phase consists of formative and summative evaluation. Each stage of the ADDIE process is evaluated and the overall training effectiveness is evaluated as well by tests designed for criterion-related reference items and user feedback. Necessary revisions are made during this phase.

In contrast to the ADDIE model, the Rapid Prototyping Design Model is a four level process that is used for creating instruction for specific lessons. These four levels include a needs analysis, constructing a prototype, utilizing the prototype to perform research and installation of the final system. Wilson, Honassen & Cole define Rapid Prototyping as the “early development of a small –scale prototype used to test out certain key features of the design”. (Wilson, et al.).

Both models provide for a systematic approach to instruction development. The ADDIE model seems more extensive or elaborate and may require more time and expense than does the Rapid Prototype model.

In terms of flexibility, the Rapid Prototype model appears to provide more than ADDIE. The Rapid Prototype is described as allowing for “greater flexibility in defining the goals and form of instruction at early stages” thus being the preferred model when “time, budget, and environmental restraints” are factors to consider.
As a student in the IDT program, I find guidance, reasoning, logic, and rationale in the ADDIE and Rapid Prototype models. Both have flexibility but the ADDIE builds phases one atop the next from analysis to evaluation.
The Analysis phase for the ADDIE model prepares the stage for decisions made during all five phases. The ADDIE model may not provide necessary feedback because of this characteristic of phase dependency. Reciprocity or feedback of information between the designer and the target audience will probably be delayed until the final phase of the ADDIE model. This delay in time may make the ADDIE model less attractive to designers who need to implement something in a short period of time.
I am interested in the ADDIE model because I see its relevance to program development initiatives taking place at my workplace. It could serve to guide the process of developing such educational opportunities as college degrees in applied health science. Allied health programs in Health Information and Orthopedics technology are in the analysis phase at Southwest Career College. These associates’ degree- two-year curricula have been put on paper and are ready to be designed and developed, implemented and evaluated.
The structured processes prescribed by the ADDIE design would match the six to twelve month process needed to finish a new associates degree program. The analysis phase would consider such facts as community needs and other factors relating to the potential for employment of graduating students. In El Paso, this would be of extreme importance for any college starting a new program because the state of Texas requires that private schools provide employment or placement for at least 72% of all graduates. Employment opportunities for graduating students are essential for the success of any new program.
A group of students were prescribed remedial training in clinical skills. They reported to the clinical laboratory as scheduled and practiced practical skills in medication administration. Students were given the opportunity to practice intradermal, subcutaneous, and intramuscular injection techniques. Four instructors were made available to assist the 16 students in the group. The session lasted 30 minutes and I personally witnessed several students qualify in all three techniques. I think this would be the right context for using the Rapid Prototype model. The students have the necessary competencies already. Developing proficiency in carrying out these injection procedures would be a valid goal. Lesson objectives such as using aseptic technique and the rights of medication administration could be used to design instruction using the Rapid Prototype model.


References:

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons, Inc.

Wilson, et al., in http://www.cudenver.edu/bwilson/training/html, accessed March 8, 2010

Instructional Design Interactive Media, Instructional Technology / Instructional Design / Rapid Prototyping, http://mym.cdn.laureatemedia.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html