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