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Luay Askar
IST 626
Instructional Design (ID) Models are considered the roadmap for the instructional
meaningful and structured manner. “They simplify the complexities of real situations into sets of
generic steps that can be applied in many contexts” (Gustafson and Branch, 2002). There are
many ID models that share many of the basic ID principles and patterns.
The ADDIE Model is a flexible and simple instructional model many instructional
designers implement it to accommodate their intended design. During the 1970s, the US Airforce
and Florida State University used the ADDIE Model to design training. Molenda (2003) in his
research concluded that “the ADDIE Model is merely a colloquial term used to describe a
package, also requires an experienced instructional designer to perform front-end analysis. “The
steps in the instructional design phase are interdependent and concurrent and may involve
iterative cycling” (Gustafson and Branch, 2002, p.43). In addition, (Gustafson and Branch, 2002)
mentioned that “the end product is likely to be widely distributed using a moderately to highly
technical delivery media”. The main goal of the model is to improve the efficiency of the product
and it focuses strongly on project management (The Herridge Group Inc., 2004).
MAPPING ADDIE AND SEELS AND GLASGOW MODEL 3
ADDIE
The ADDIE Model is an acronym that constitutes a framework for many ID Models’
processes. The US Military and during the 1970s the Florida State University used it to design
training. The acronyms are; Analysis, Design, Development, Implementation, and Evaluation.
The five different phases can be used in succession (Analysis > Design > Development >
Implementation > Evaluation) or it can be flexible. According to Farrington, J. (2013),” [i]n the
right hands, and with a little creativity, ADDIE provides a flexible structure for design”.
Therefore, the instructional phases of ADDIE Model are not only linear but can be iterative and
interrelated (figure.1).
Figure 1. An ISD Model featuring the ADDIE processes adapted from Molenda, M. (2003). In
search of the elusive ADDIE model. Retrieved on May 19, 2018, from
http://www.comp.dit.ie/dgordon/Courses/ILT/ILT0004/InSearchofElusiveADDIE.pdf
Analysis phase identifies the problem and information about the learners,
activities, storyboards, and contents. Also, this phase documents subject matter
Development phase during this phase the instructional designer will build the
model by assembling the material gathered in the design phase that included
Implementation phase during this phase the designer will deliver the ID model
most of the times. The former takes place throughout the design and development
process and can be used to modify the model if required. The latter consists of
tests that take place after the training or the learning material are delivered and
aim at giving an idea whether the preset goals are accomplished or not.
The Seels and Glasgow ID Model is a product-oriented model. This type of models
requires teamwork with an efficient project manager that work together to deliver instructional
than selected or modified from existing materials, there will be an emphasis on tryout and
revision and the product must be usable by learners in the presence of managers or facilitators
(p.30). The Seels and Glasgow ID Model is divided into three phases: needs analysis,
instructional design, and implementation and evaluation. Presetera explains that the Seels and
MAPPING ADDIE AND SEELS AND GLASGOW MODEL 5
Glasgow model leads to efficiency in project planning, resource allocation, and the control of the
product development cycle while recognizing that instructional designers are often asked to
work within an established project management framework (Presetera as cited in The Herridge
Figure 2. Seels and Glasgow Model adapted from Gustafson, K. and Branch, R. (2002). Survey
of instructional development models. Syracuse, New York: Syracuse University. Retrieved May
19, 2018, from https://files.eric.ed.gov/fulltext/ED477517.pdf
Phase one (Needs Analysis Management Phase) this phase includes needs
Phase two (Instructional Design and Management Phase) begins after phase
one is complete according to Gustafson and Branch (2002), and is made up of six
The steps and the phases can be applied in a linear fashion or in an iterative manner.
According to Gustafson and Branch (2002), it does not take to complete each step to progress to
the next one. “T[t]he steps in the instructional design phase are interdependent and concurrent
and may involve iterative cycling” (Gustafson and Branch, 2002, p.43).
The Addie Model and Seels and Glasgow Model have many ID similarities. Both models
include the five phases of ID. And, as mentioned by Molenda (2003), “what is emerging in the
recent literature is a tendency to accept the ADDIE term as an umbrella term” (p.3). The design
of the Seels and Glasgow Model includes all the five phases of ADDIE Model explicitly or
implicitly, and some of the steps are merged together. Phase One of Seels and Glasgow includes
the Analysis phase of ADDIE. Phase Two includes Analysis, Design, Development, and
Evaluation. Phase Three includes Development, Implementation, and Evaluation (figure 3).
“Instructional design models, such as Seels and Glasgow, have also been criticized for
highlighting material development over learner outcomes, which in turn can lead to greater
emphasis on test data than unobservable or unmeasurable learning” (Bell & Lefoe, 1998).
MAPPING ADDIE AND SEELS AND GLASGOW MODEL 7
Design
Analysis Implementation
Development Evaluation
Figure 3. Seels and Glasgow model with ADDIE phases added. Adapted from Gustafson, K. and
Branch, R. (2002). Survey of instructional development models. Syracuse, New York: Syracuse
University. Retrieved May 19, 2018, from https://files.eric.ed.gov/fulltext/ED477517.pdf
Conclusion
According to Molenda (2003), ADDIE Model is considered the umbrella term for almost
all ID models. The main difference will be the type of model whether classroom-oriented,
product-oriented or system-oriented. Also, the selection of the appropriate type of model will
differ according to the goals and the outcome whether learning, training or a production material.
Seels and Glasgow Model is characterized by being a product-oriented, and “Seels and Glasgow
concluded that their model is quite similar to many others but is based on the assumption that
design and development take place in the context of project management” (Gustafson and
References
Bell, M., & Lefoe, G.E. (1998, December). Curriculum design for flexible delivery – massaging
the model. Flexibility: The next wave? Proceedings of the 15th Annual Conference of the
Farrington, J. (2013, December 27). My good friend ADDIE. Retrieved on May 19, 2018 from
http://www.jfarrington.com/2013/11/my-good-friend-addie/
https://files.eric.ed.gov/fulltext/ED477517.pdf
Molenda, M. (2003). In search of the elusive ADDIE model. Retrieved on May 19, 2018 from
http://www.comp.dit.ie/dgordon/Courses/ILT/ILT0004/InSearchofElusiveADDIE.pdf
The Herridge Group Inc., (2004). The Use of Traditional Instructional Systems Design
http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional%20ISD%20for%
20eLearning.pdf