ID MODELS / FRAMEWORKS
WHAT ARE ID MODELS / FRAMEWORKS?
Overview:
ID models provide a structured framework to develop and deliver effective learning experiences. They ensure systematic planning, facilitate effective communication between designers and stakeholders, and incorporate evidence-based practices for optimal learning outcomes. By promoting evaluation and continuous improvement, these models save time and resources while delivering high-quality instruction.
Relevance to Adult Learning:
In adult education, ID models align with adult learning principles such as self-direction, practical application, and goal orientation. They support transformative learning by fostering critical reflection and active engagement. By accommodating learner diversity, they ensure instruction is inclusive and tailored to varying skills, experiences, and motivations.
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Three Elements of ID Models:
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Classroom-Oriented Models - Help educators manage learning in face-to-face settings, emphasizing direct interaction and adaptability to learner needs.
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Product-Oriented Models - Create scalable learning solutions, such as e-learning modules, making education accessible and reusable.
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System-Oriented Models - Address complex, organization-wide goals, ensuring alignment between training and business outcomes, which is critical in corporate or industrial environments.
(Branch & Gustafson, 1997)
​Tool Use:
There are a variety of ID model tools an Instructional Designer can utilize but a few key tools and processes within ID include frameworks like
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ADDIE Framework
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Dick, Carey, and Carey Model
Both of these provide a step-by-step approach to planning, delivering, and refining instruction.
ADDIE FRAMEWORK
WHAT IS IT AND HOW IS IT USED?
Overview:
​ADDIE is a framework for instructional design that guides the creation of effective training and educational programs. It consists of five phases: Analyze (identify needs and goals), Design (plan objectives and content), Develop (create instructional materials), Implement (deliver the training), and Evaluate (assess effectiveness). This model ensures that learning experiences are goal-oriented, learner-focused, and continuously improved through feedback and evaluation, making it a cornerstone of adult education and workplace training.
(Mazohl, 2023)
Five Phases of ADDIE:
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Analyze
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Design
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Develop
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Implement
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Evaluate
This framework ensures that learning experiences are goal-oriented, learner-focused, and continuously improved through feedback and evaluation, making it a cornerstone of adult education and workplace training.​​
(Branch, 2009)
Praxis and Reflective Practices
Praxis involves applying models like ADDIE to create and implement workplace training programs tailored to specific manufacturing challenges. Reflective practice allows facilitators to evaluate training effectiveness, incorporate feedback, and iteratively improve both content and delivery methods.
(University of Washington, 2025)
ADDIE in Action - University of Washington Practicum Portfolio
A full instructional design case study demonstrating the ADDIE model in practice.​
As part of the University of Washington E-Learning Instructional Design Certificate Program, I completed an applied practicum that demonstrates the full ADDIE instructional design process—from analysis through evaluation.
The project, titled Sealants – The Why Behind the Bond, modernizes a traditional manufacturing lesson into an interactive, accessible e-learning module designed in Articulate Rise and Storyline 360.
Hosted in Pressbooks, this portfolio documents each ADDIE phase in detail, including the e-learning proposal, storyboards, development plan, implementation proof, and evaluation results aligned to Kirkpatrick’s Four Levels of Evaluation.
Explore how theory and practice intersect through multimedia design, accessibility, and data-driven evaluation.
DICK, CAREY, AND CAREY MODEL
WHAT IS IT AND HOW IS IT USED?
Overview
The Dick, Carey, and Carey model is a system-oriented instructional design framework that integrates all components of the instructional process into a cohesive system. Unlike linear models, this approach emphasizes the interconnectedness of each phase, ensuring that all elements, such as learning goals, instructional materials, assessments, and evaluation, work together seamlessly. It is highly systematic and provides practical tools to guide the design, development, and evaluation of instructional programs.
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Relevance to Adult Learning
This model is particularly relevant to adult learning as it supports learner-centered design and goal-oriented instruction. Adults typically have specific objectives, prior experiences, and diverse learning needs. The Dick, Carey, and Carey model systematically aligns instruction with these needs by focusing on clear performance goals and measurable outcomes. By integrating formative and summative evaluations, it ensures that instructional programs remain relevant, effective, and adaptable to adult learners, fostering engagement and practical application in real-world contexts.
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Tool Use:
The Dick, Carey, and Carey model employs a 10-step process, each offering tools and methods to guide instructional design:
(Weas, n.d.)
Use in Manufacturing Facilitation
In manufacturing, the Dick, Carey, and Carey model is ideal for designing technical training programs and workforce development initiatives. For example, it can be used to create comprehensive safety training that aligns with industry compliance standards or to develop skills-based training for machine operation. By breaking down complex tasks into manageable subskills, the model ensures that each step in the process is effectively taught, practiced, and assessed. It also allows for iterative improvement, ensuring the training adapts to evolving manufacturing technologies and procedures.
Praxis and Reflective Practices
Applying this model in a manufacturing setting might involve using its steps to design an onboarding program for new hires, focusing on operational protocols and workplace safety. The program could include clear objectives, practical exercises, and real-time assessments to measure competency. Its ability to align instructional components, integrate evaluation, and adapt to evolving needs makes it an invaluable tool for creating impactful learning experiences in both traditional and workplace settings.
ADDITIONAL RESOURCES & REFERENCES
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Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
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Branch, R. M., & Dousay, T. A. (2015). Survey of instructional development models (5th ed.). AECT.
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Branch, R. M., & Gustafson, K. L. (1997). Survey of instructional development models (3rd ed.). ERIC Clearinghouse on Information & Technology.
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Brown, A. H., & Green, T. D. (2020). The essentials of instructional design: Connecting fundamental principles with process and practice (4th ed.). Routledge.
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Mazohl, P. (2023, May 16.). Flipped instructional design [Image]. DigiComPass. Retrieved November 17, 2024, from https://www.digicompass.eu/en/flipped-instructional-design/
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eLearning Infographics. (n.d.). ADDIE model [Infographic]. Retrieved November 17, 2024, from https://elearninginfographics.com/wp-content/uploads/Addie-model.jpg
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Power Learning Solutions. (2019, January 9). Graphic model showing the role of an instructional designer [Image]. Retrieved November 15, 2024, from https://www.powerlearningsolutions.com/blog/what-do-instructional-designers-do
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Weas, L. (n.d.). An introduction to the Dick & Carey instructional design model [Slide 5]. SlideShare. Retrieved November 17, 2024, from https://www.slideshare.net/slideshow/an-introduction-to-the-dick-amp-carey-instructional-design-model/14689288
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Instructional Design Australia. (2021). Graphic image of the various roles of an instructional designer wheel [Image]. Retrieved November 15, 2024, from https://instructionaldesign.com.au/do-you-need-an-instructional-design-degree/
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Ratliff, M. Sya'ban, S., Wazir, A., Haidar, S., & Horneffer, P. (2022, April 25). Graphic image showing the focus of instructional design [Image]. Lecturio. Retrieved November 15, 2024, from https://www.lecturio.com/inst/pulse/instructional-design/