Instructional Design Model Mashup: ADDIE +
Merrill’s First Principals
The ADDIE Model and Merrill’s
First Principals are very complementary to each other, thus making for the
perfect Instructional Design Model Mashup.
Brown and Green (2016) outline three
simple steps that comprise the most commonly used approach to creating
instruction:
(1) Determine
what practical or theoretical knowledge is to be taught, and how will the
instruction be delivered.
(2) Design the
program.
(3) Review the
effectiveness of the training.
These simple steps describe the ADDIE Model and/or process of training
development. Although many ID
practitioners use ADDIE as a prescriptive model for developing instruction, it
is actually a means of describing the essential components of any instructional
design model (Molenda, 2003).
The explanation of the acronym
ADDIE:
A – Analyze
Establish
learning goals and objectives. Determine
learner needs.
D – Design
Will learners
have some knowledge of required course work?
Who will
provide theoretical training – employer, community college, industry training
vendor?
What format is
the course study – classroom, online?
D- Develop
Evaluate
learning objectives to determine if program rigor needs enhancement to achieve
desired outcome.
Create training
so trainer and learner consult on learning outcomes.
I – Implement
Train the trainers
on program content and how to best implement.
Train the learners
on what they should expect during training – course study, lab time,
assessments.
E – Evaluate
Review training
effectiveness to confirm if obtained instruction objectives.
Make necessary
program revisions to course study, trainer engagement.
Assess overall
program performance.
Merrill’s First Principles of Instruction is designed to be
engaging from beginning to end, and is a more detailed version of the ADDIE
Model. Merrill (2002, pp. 44-45)
suggests there are five basic principles that hold true for the design of any
instruction.
Problem –
Learners are
informed of training goals and objectives.
Learners also become acquainted with the training model – content,
duration, performance expectations.
Activation –
Training is
designed for specific course and/or occupational study (i.e. chemical operator,
certified medical assistant).
Training
provider and format is dependent on student’s prior course knowledge.
Demonstration –
Training
side-by-side with program trainer’s students can build upon their current
knowledge base.
Learners are
engaged in course study and/or skill they are expected to master.
Application –
Trainers
provide theoretical and practical examples for learners to commit to memory
then expand upon.
The learner
continually has the opportunity to practice what is learned and receive
feedback on their performance.
Integration –
Training is
designed to give learners the opportunity to transfer all they have learned to
the environment in which they work.
Learners are
also given the opportunity to create and defend an original work process that
could become a new best practice.
Illustrated below: Instructional Design
Model Mashup: ADDIE + Merrill’s First Principals
