My journey into instructional design began with creating digital English literacy lessons for grades 3-8. Although I initially considered myself well-versed in the field, my understanding deepened significantly after taking the Teaching and Learning Lab Practicum at Harvard, where I learned about the ADDIE model and backward design.
Discovering the ADDIE Model
The ADDIE Model—Analysis, Design, Development, Implementation, and Evaluation—is a cornerstone of instructional design. It offers a structured approach to developing educational programs that meet learners' needs through:
Analysis: Understanding the educational requirements and goals.
Design: Planning the curriculum and instructional materials.
Development: Creating the actual instructional content.
Implementation: Delivering the instruction.
Evaluation: Assessing the effectiveness and revising as needed.
Reflecting on my previous work, I realized I had primarily engaged in the "analysis" and the "development" stages. Missing out on the Design, Implementation, and Evaluation stages showed me that my journey as a instructional designer is far from complete. The ADDIE model highlighted the importance of experiencing the full cycle to truly understand and address learners' needs.
Embracing Backward Design
Backward Design, introduced to me in the same course, flipped my approach to instructional design. This method starts with identifying the desired learning outcomes and then working backward to create the instructional process:
Identify Desired Results: Define what students should know and be able to do.
Determine Acceptable Evidence: Decide how to measure student learning.
Plan Learning Experiences and Instruction: Design activities and lessons to achieve the goals.
I found this approach compelling because it emphasizes intentionality and alignment, ensuring every instructional element directly supports the learning objectives. It eliminates the risk of activities that lack purpose, making every task meaningful and goal-oriented.
Choosing the Right Approach
Deciding between the ADDIE model and backward design depends on several factors:
Familiarity with Learners: For well-known learner groups, backward design offers a streamlined, goal-oriented approach. For new or diverse groups, ADDIE’s comprehensive analysis phase ensures their needs are fully understood.
Scope and Resources: ADDIE is ideal for large-scale, long-term projects requiring extensive planning and iterative improvements. Backward design works best for focused, short-term programs with clear, specific goals.
Learning Objectives and Flexibility: If the aim is to create a dynamic and adaptable program that evolves with feedback, ADDIE’s iterative nature is beneficial. Conversely, for precise, outcome-focused programs, backward design’s goal-first strategy ensures every element is aligned and effective.
Conclusion
Both the ADDIE Model and Backward Design offer robust frameworks for creating impactful learning experiences. Understanding when and how to use each model can greatly enhance the effectiveness of instructional design, ensuring that educational programs are both meaningful and measurable.
By integrating these approaches, I can continue my journey toward becoming a truly comprehensive instructional designer, capable of crafting educational experiences that resonate deeply with learners and achieve lasting impact.
References:
Kurt, Serhat. ADDIE Model: Instructional Design. Educational Technology.
Wiggins, Grant, and McTighe, Jay. (1998). Backward Design. In Understanding by Design (pp. 13-34). ASCD.