ISD is based on an instructional design model which is a
representation of a view on how people learn. The main goal
of an ID model or process is to construct a learning
environment in order to provide the learners with conditions
that support the desired learning processes. They normally
cover the five phases of developing an ISD, while formative
evaluations are embedded in each of the five phases for
judging the value or worth of that process and while the
program activities are happening. Most model creators
subscribe to one or more learning theories which shape their
model. If the creator is a behaviourist, a cognitivist or a
constructivist the model will reflect that theoretical
background. According to [15], instructional design models
have the ambition to provide a link between learning theories
and the practice of building instructional systems. According
to the taxonomy defined by [16], models are described as
being classroom oriented, product oriented or systems
oriented. Systems oriented instructional design models aim to
provide “a complete instructional system for managing
learning needs” [17].
People with a relevant background in Information and
Communication Technologies (ICTs) are normally responsible
for developing an e-learning system, or designing suitable
tools for developing an e-learning system. It is reasonable to
assert that they need to be guided by people who have
appropriate knowledge and suitable background in
Instructional Systems Design Methodologies, since the
deliberate and intentional act of communicating content to
student (educational communications) and the technologies in
which they are encoded are conceived, analysed and designed
by educational analysts [18]. Effective instruction in any mode
(traditional or networked) is a result of careful planning that
follows a transparent process from the project idea to
evaluation and review. Thus, in developing an e-learning
system there is a need to face the matter in a systemic
(holistic) approach.
Β. The ADDIE Model
In delivering instruction various models have been
proposed. The most well-known and frequently used models
in Instructional Systems Design are usually based on the
ADDIE (Analysis, Design, Development, Implementation,
and Evaluation) concept. The ADDIE model is a generic and
systematic approach to the instructional design process which
provides instructional designers with a framework in order to
make sure that their instructional products are effective and
that their creative processes are as efficient as they can
possibly be [14]. This fundamental model consists of the five
steps mentioned above which are found in almost all ISD
models. Each step has an outcome that feeds the subsequent
step. During the phase of analysis, the designer identifies the
learning problem, the goals and objectives, the learners’
needs, existing knowledge and any other relevant
characteristics. Analysis is also concerned with the learning
environment, any constraints, the delivery options and the
timeline for the project. The design phase documents specific
learning objectives, assessment instruments, exercises and
content. The actual production of learning materials is
completed in the development phase. During implementation,
a procedure for educating the learner is developed and the
materials are delivered or distributed to the student group.
After delivery the effectiveness of the learning materials is
evaluated.
The ADDIE ISD model covers the whole process of
development of learning programs from the minute the
question “what must the students learn” arises to the minute
the question “ did the students learn what they needed ? ” is
submitted and also provides a complete linear process which
manages the development of a course’s design. Its
methodology consists of the five phases mentioned already
and each phase is characterised by a set of activities and a
project output in the form of a tangible deliverable. The
deliverable for one phase is the input for the next one. Each
phase of the ADDIE model is an important element of the
instructional design process. In each phase the instructional
designer makes decisions that are critical for ensuring the
effectiveness of the instructional experience.
An adaptation of the basic framework structure and,
subsequently, its transformation in order to satisfy the needs
and requirements posed within a Networked Learning
Environment could be made in a way that follows the
principles of Information Systems (IS) development, since e-
learning is an IS itself.
III. U
