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The ADDIE model is actually a frame work that lists the generic process traditionally used by instructional designers and training developers (Morrison, 2010, 28). The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools
It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are variations of the ADDIE process; other models include the Dick & Carey and Kemp ISD models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix.
Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials.
The ADDIE model was initially developed by Florida State University to explain “the processes involved in the formulation of an instructional systems development (ISD) program for military interservice training that will adequately train individuals to do a particular job and which can also be applied to any interservice curriculum development activity.” The model originally contained several steps under its five original phases (Analyze, Design, Develop, Implement, and [Evaluation and] Control), whose completion was expected before movement to the next phase could occur. Over the years, the steps were revised and eventually the model itself became more dynamic and interactive than its original hierarchical rendition, until its most popular version appeared in the mid-80s, as we understand it today.
Phases of ADDIE 
Analysis Phase 
In the analysis phase, the instructional problem is clarified, the instructional goals and objectives are established, and the learning environment and learner's existing knowledge and skills are identified. Below are some of the questions addressed during the analysis phase:
- Who are the learners and what are their characteristics?
- What is the desired new behavioral outcome?
- What types of learning constraints exist?
- What are the delivery options?
- What are the pedagogical considerations?
- What are the Adult Learning Theory considerations?
- What is the timeline for project completion?
Design Phase 
The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan needs to be executed with attention to details.
These are steps involved in design phase:
- Document the project's instructional, visual and technical design strategy
- Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, and psychomotor).
- Design the user interface and/or user experience
- Create prototype
- Apply visual design (graphic design)
Development Phase 
The development phase is where instructional designers and developers create and assemble the content assets that were blueprinted in the design phase. In this phase, storyboards and graphics are designed. If elearning is involved, programmers develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to the feedback received.
Implementation Phase 
During the implementation phase, a procedure for training the facilitators and the learners is developed. The training facilitators should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners includes training them on new tools (software or hardware) and student registration. Implementation is also evaluation of the design.
This is also the phase where the project manager ensures that the books, hands-on equipment, tools, CD-ROMs and software are in place, and that the learning application or website is functional.
Evaluation Phase 
The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process.
See also 
- Morrison, Gary R. Designing Effective Instruction, 6th Edition. John Wiley & Sons, 2010.
- Piskurich, G.M. (2006). Rapid Instructional Design: Learning ID fast and right.
- Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., Hannum, W. H. (1975). Interservice procedures for instructional systems development. (5 vols.) (TRADOC Pam 350-30 NAVEDTRA 106A). Ft. Monroe, VA: U.S. Army Training and Doctrine Command, August 1975. (NTIS No. ADA 019 486 through ADA 019 490).
- Molenda, Michael (May/June 2003). "In Search of the Elusive ADDIE Model". Performance improvement 42 (5): 34–37. Amended version available at the author's web site at Indiana University (Bloomington).
- Strickland, A.W (2006). "ADDIE". Idaho State University College of Education, Science, Math & Technology Education. Archived from the original on 9 July 2006. Retrieved 2006-06-29.