Analyze Definition: “To study or determine the nature and relationship of the parts of by analysis.” Analyze suggests separating or distinguishing the component parts of something (as a substance, a process, a situation) so as to discover its true nature or inner relationships. (Webster’s Dictionary)

The ADDIE model asks several questions in the ANALYZE phase in order to determine the components necessary for the next phases of development.

Who is the audience?
Learner characteristics
What do they need to learn?
Write the instructional goals
For each instructional goal, write the instructional objectives
Create a concept map based on preliminary research.
Products of a series of brainstorming sessions, and are the starting points for the flow charts providing clear directions for the production of the product.
What are the delivery options?
Web, CD, Hyperstudio, Director, Book, etc.
What constraints exist?
Learner age, time, computer resources for design and learners
What will the students do to determine competency?
Accuracy in completing assignments, worksheets, quizzes, etc.
What is the timeline for project completion?
Including management, assigning tasks, flowcharting, storyboarding, design, etc.
What are the classroom/Web learning differences?
Ensuring all students do their own work, teaching of the Web concepts, computer literacy, etc.
What are the online pedagogical considerations?
Verbal, visual, tactile, auditory, etc.

Design.
Design is the systematic method of research, planning, developing, evaluating and managing an instructional process. All of the individual components are incorporated into the method termed instructional design. According to Kemp (1999, p. 8) the design process must be both systematic and specific. Systematic means an orderly, logical method of identifying, developing and evaluating a set of strategies aimed at attaining a particular instructional goal. Specific means each element of the plan must be applied with attention to precise details. By applying systematic procedures and being attentive to specific details, one can design effective instruction.
Gagne (1992, p. 21) stresses that all models of instructional design have three common functions: (1) identifying the outcomes of the instruction, (2) developing the instruction, and (3) evaluating the effectiveness of the instruction. He also emphasizes that instructional systems design is the systematic process of planning instructional systems.

The design phase of the ADDIE instructional design model suggests (2001, http://www.hsl.unc.edu/mla/systems.htm) five steps: (1) continue with subject matter analysis, (2) apply instructional strategies according to the content type, (3) create storyboards, (4) design the user interface, and (5) collect needed materials.

Another interpretation (2001, http://et.sdsu.edu/wschutt/addie/addieindex.htm) of the design phase of the ADDIE model also offers five considerations: (1) what are your objectives, (2) what skills, knowledge and attitudes are you trying to develop, (3) what resources and strategies will you use in your instruction, (4) how will you structure the content of your learning material, and (5) how will you assess the learner's understanding and whether or not they have met the objectives of the instruction.

Hannafin and Peck (1988, p. 61) say that the first step of design is to determine the sequence in which the objective will be met. After the sequence has been determined, a solution for each objective identified during the analysis phase is selected. The objectives, solutions, and descriptions of activities are then transferred to storyboards.

Smith and Ragan (1999, p. 2) define instructional design as the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation.

Development
The development phase in the ADDIE model of instructional design addresses the tools and processes used to create instructional material. This stage includes: story boards, coding, Graphic User Interface, and creating all multimedia elements.
The development phase is the process of authoring and producing the materials needed to meet the objectives.

The development phase builds on the Process Performance Objectives and measurement tools constructed in the design phase. The product of this phase is a detailed plan of action that lists step-by-step procedures for implementing the change. The plan also needs to include who is responsible for which elements of the project, and time schedules and deadlines.

During the development phase, all audio, video, and text materials are collected, prepared, or created. Documentation is prepared and the product is ready to be tested.

Possible Development Problems

Design team and development team of a project fail to communicate with each other.
The development team is incapable of meeting the needs of the design team.
The expectations of the design team are unrealistic because of time constraints.
The expectations of the design team are unrealistic because of lack of resources.
The development team may be unable to meet the deadline because of lack of programming expertise.
Lack of consensus of which authoring tool to use.
Development team did not consider platforming issues for different types of machines.
Development team did not explore all available options before development of prototype.

Implementation
In the implementation phase of the ADDIE model an plan is developed. This plan establishes the implementation timeline and procedures for training the facilitators and the learner, and delivering the final product. The final product is developed based on needs and errors discovered while utilizing a prototype product with members of the target audience.
With the project ready for delivery, the learning environment is prepared by training the facilitators and learners, and placing all tools for full implementation (instruction).

The training of facilitators covers -- the curriculum, learning outcomes, method of delivery, and testing procedures.


Preparation of the learners includes -- preparing students for use of new tools (software or hardware), student registration (when necessary), advising students on good software use strategies, and other preparations (as determined in the Analyze Phase).


Placing all tools includes -- making sure the learning space is adequate for the curriculum tools, putting all books, manipulative kits, CD-ROMs, and software in place, and making sure any external links (e.g., Internet) are live.
In colloquial language, the implementation phase of the ADDIE model is where the "rubber hits the road." It is conceivable that a well-designed multimedia product could fail if instructors and learners are not prepared and/or the learning tools are not put into place. It is important that a solid groundwork is laid for the smooth and satisfactory implementation of any instructional materials.

Evaluation
In the ADDIE model, evaluation is a systemic process that determines the quality and effectiveness of the instructional design as well as the final product. Evaluation is an ongoing activity conducted at each phase of the ADDIE model. Evaluation consists of two parts: formative and summative. Formative evaluation is part of each proceeding phase and determines effectiveness and quality of each stage. Summative evaluation consists of tests for criterion-related referenced items and provides opportunity for feedback from the users and assesses learner outcomes.
Formative Evaluation
Formative evaluation involves gathering information during the early stages of the design process with the focus on finding out whether efforts are unfolding as planned, uncovering any obstacles, barriers or unexpected opportunities hat may have emerged, and identify mid-project adjustments and corrections which can help insure the success of the project. The feedback gathered during formative evaluation is designed to fine-tune the implementation of the program, gather reaction and identify what is not working.

Six Stages of Formative Evaluation

Evaluation Goal Specification
Specify the goals of the stakeholders for which the evaluation is performed
Preparation
Arrange necessary personnel and measurement instruments
Data Collection
Hire and train data collectors
Elicit feedback from target audience and experts
Data Analysis
Tabulate statistical data
Revision
Modify product to improve effectiveness and efficiency based on data collected above the stakeholder goals
Recycling
Retest product, move to summative evaluation and dissemination after removing weaknesses
Summative Evaluation
Summative Evaluation is the process of collecting data following implementation of the project in order to determine its effectiveness and satisfies the instructional objectives. The summative evaluation is instructionally congruent, allows for complete analysis, and provides feedback. Summative evaluation may measure knowledge transfer, learner outcomes, cost factors, and learner attitude.