## In-depth explanation of the ADDIE model

Much of the teaching process is developed according to the ADDIE model. It is an instructional design model within education and is often used to develop new curricula. The idea is that, by using this model, a well-thought-out educational unit can be created.

Within the model, several phases are followed. One starts with the first phase, gathers input, and gradually transitions into the next phase with all this input. This principle is often referred to as a "waterfall" process.

ADDIE is an acronym for Analyze, Design, Develop, Implement, and Evaluate. These are the successive phases within the model. Below is an explanation of the focus of each phase of educational development:

#### ANALYSE

It is important to conduct an analysis of the starting situation. Through an analysis, the underlying problem is identified. Specifically, this means analyzing what learning outcomes are desirable. These outcomes clearly describe what students should know and be able to do (knowledge, skills, and attitude) after completing the module. The goal of this phase is to gain a good understanding of what needs to be learned and who the target audience is. This is also a crucial step when redesigning a learning situation (as it is a cyclical process). It is also about how the goals will be achieved. This is especially important when transitioning to a blended learning environment (see Barend Last; Blended Learning). |

For a quick scan, use the checklists. If a deeper analysis is needed (or if the checklist reveals that certain themes require more attention), use the questionnaires (for teachers and students). The results can be used in the design phase.

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#### DESIGN

In the design phase, the results of the analysis are used to develop the learning path: what are the learning goals, and how can these be achieved? This phase focuses on writing goals, creating assessments, and setting up learning activities. Additionally, the sequence in which instructions will be delivered is planned. The teacher focuses primarily on what needs to be learned and creates an outline for this. |

#### DEVELOP

Now that it is clear what needs to be learned, it’s time for the next step. In this phase of instructional design, the activities are created. The focus in this phase is on how the learning will take place. This includes the design of the learning goals and the corresponding learning path that was developed in the previous phase. |

Use the design labels in this toolkit for this purpose. How can the educational activity best lead to the desired learning outcomes? Does collaborative learning play a significant role here? Is it important to set up an appropriate form of scaffolding, or is the focus on authentic learning tasks? It’s important that multiple design principles can be integrated simultaneously.

#### IMPLEMENT

Once everything is in place, the implementation of the instructional design can begin. This happens in the implementation phase. |

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#### EVALUATE

After the educational activities have been carried out, it is important to reflect on them. This is partly done through summative assessments to check whether the learning outcomes have been achieved. However, this is not the focus in this toolkit. The goal of the evaluation phase in this context is to formatively evaluate the design. The aim is to determine how the executed design can be further optimized in the next iteration. |

The toolkit supports this phase through the provided checklists. With these checklists, one can quickly and easily evaluate how specific components of the instructional design have been structured and implemented. This does not directly assess whether the learning outcomes have been achieved but focuses on how the instructional design can be improved, which indirectly impacts student results. Are certain components of the design insufficiently developed? If so, address these in the more detailed analysis in the next phase.

Once all phases have been completed, it does not mean that the model is set aside. The ADDIE model is used in an iterative process. This means the cycle can be repeated multiple times. After each execution of the educational unit, an evaluation takes place, which leads to a new analysis, and the instructional design is subsequently adjusted. In this way, the content of the education keeps improving!

ADDIE uitgelegd https://www.youtube.com/watch?v=AQhT8HmQC_Y&t=1s