It may look a bit like the chaos of Custer’s military stance at Little Big Horn (because there are arrows everywhere), but believe me there is organization in the madness.  This assignment had many layers which once compressed together, you get a concept map comparing four instructional design (ID) models with ADDIE.

PDF Version:  ConceptMapofIDModels                  Google Docs Version: ID Concept Map

So who is this ADDIE anyway?  Many specialists in the field consider her the core concepts within all ID models.  ADDIE represents analyze, design, develop, implement, and evaluate.  These are very active and threaded in many ID models, but the four that I chose are:

  1. The Heinich, Molenda, Russell, and Smaldino ASSURE Model: A great model for classroom instruction in general.
  2. The Newby, Stepich, Lehman, and Russell PIE Model:  A model specifically designed for the implementation of technology into classroom instruction.
  3. The Bergman and Moore Model for interactive multimedia:  A model that considers how technology can be developed for learning environments.
  4. Smith and Ragan Model: A systematic approach to creating instructional strategies.

Since we were given the liberty to develop the concept map based on the four models that we chose, it is logical that my classmates would have likely chosen other models or represented the same models in a different way.  Based on my observations, I found one model similar to mine in that the four represented models were not interconnected for the most part.  One of my colleagues clearly showed four models but managed to find a way to connect them together while at the same time they connected to ADDIE.  There was one other concept map that did not clearly show which four models were being represented.

Since ADDIE can be considered like the back-bone of instructional design, I decided to place it like a vertebrae in the middle of the page.  This gave me easy access to the concepts as I laid out the more specific steps within each model.  The color coding was designed to associate each element with a specific model, therefore you see some elements repeated.  I decided not to expand the page when I started so therefore many of my elements had to be contracted into smaller spaces.  I alluded to common elements within each model which could have been a way of showing an interrelationship between them, but since each model was designed with a specific instructional strategy or goal, I felt it was best to keep them separate.

The layout of ADDIE on the page practically forced each model to be represented in a linear fashion, but not all models are meant to be linear.  Even linear models can have a circular need when revision requires new analysis.  If the concept map was able to focus on just one model, I could have more liberty to show how the train engine relates to the caboose.

Gustafson, Kent L.; Branch, Robert Maribe, (2002) Survey of instructional design models. fourth edition, Eric Clearinghouse on Information and Technology, Syracuse, NY.
This Assignment Completes the following AECT Standards:
  • 1.1.b Identify a variety of instructional systems design models and apply at least one model.

  • 1.1.c Identify learning theories from which each model is derived and the consequent implications.


    1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

  • 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.

  • 2.1.2 Produce print communications (e.g., flyers, posters, brochures, newsletters) combining words and images/graphics using desktop publishing software.


    2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.