"The ADDIE model is missing component D—destroy."

Contents:

• Methods of improving courses using the ADDIE model by educational designers
• Reasons why adding content does not always eliminate program shortcomings
• Consequences of an excessive amount of information
• Effective measures for truly improving the quality of education

Instructional design is a creative field that is directly related to the development of innovations. This focus on creation is evident from the very beginning of the process, when a methodologist or instructional designer begins designing curriculum using the ADDIE model. This framework calls for a thorough examination, evaluation, and improvement of all elements of the educational process. Within this model, improvements are often associated with the inclusion of new content—additional explanations, more detailed instructions, or new tasks. However, the question arises: does adding more information to a learning process always lead to improvement? Luke Hobson, associate director of instructional design at MIT xPRO and a faculty member at the University of Miami's Institute for Education and Development, believes this is not always true. He believes the ADDIE model is missing one element that begins with the letter D—destroy. In his blog, Hobson discussed how redundant content can negatively impact a course and proposed a more sensible approach to course revision.

Methods for Refining Courses Using the ADDIE Model by Instructional Designers

In the traditional development model, the process concludes with an evaluation stage. At this stage, the instructional designer, together with the program client, analyzes course metrics and student feedback in order to identify areas for improvement. For example, it may turn out that the instructions for an assignment are not entirely clear, and the wording will need to be clarified. Or one of the topics may present significant difficulties for students, in which case it would be appropriate to add an additional video or an expanded text explanation.

According to Hobson's observations, in most cases, the program evaluation stage emphasizes the introduction of new elements rather than the elimination of redundancies. The author emphasizes that this approach is especially common in higher education. Hobson has repeatedly observed that universities simply add additional materials to address coursework problems. As a result, such courses often become overcrowded jumbles of information that can either facilitate learning or prove completely unnecessary.

Reasons why adding content does not always eliminate the program's shortcomings

What could be negative about increasing the amount of material in a course? As Luke notes, it all depends on how we interpret the concept of "more."

He gave several examples of courses that had recently been audited. At first glance, everything seemed quite acceptable, but then the situation, in his words, became "a classic example of cognitive overload": on one page there were 15 videos, on another - 20 long texts, and all of this was presented without any explanation or connection to the course topics. Hobson noted that he would like to consider such cases rare, but, unfortunately, they are not uncommon. In his opinion, adding materials to a course without a clear purpose and structure will not lead to an improvement in its quality.

Luke Hobson suggests turning to the roots of the ADDIE model. In its original interpretation, created for the needs of the United States military and presented in 1975, the final stage was called not evaluation, but control. Here's how the developers of this model described this stage:

At Stage V, which is dedicated to control, various procedures and methods are applied to ensure compliance with quality standards in the educational process. Information is also collected from both internal and external sources, which allows for decisions to be made about the need for changes. The three main tasks at this stage are collecting data, analyzing it, and forming informed decisions. Much attention is paid to how successfully students master the planned material and to what extent the acquired knowledge brings the expected benefits to the organization in which they work. If the answer to at least one of these questions is negative, this will be a signal that it is worth revising the educational materials or teaching methods in order to achieve the desired results.

Hobson emphasizes that the final proposal emphasizes the need to revise the program if it does not achieve the expected results. The creators of the model do not suggest increasing the volume of content; their recommendation is to correct those elements that are not functioning properly.

The Consequences of Information Overload

Getting rid of your own developments can sometimes be extremely difficult and does not evoke positive emotions - and this is not surprising. However, in some situations, this is precisely the step that proves necessary.

Luke shared his experience collaborating with a university professor and other members of the academic community who were enthusiastically approaching the development of a new course. Their desire to cover all aspects of the stated topic amazed Luke. At that moment, he thought: “How wonderful that they considered all the possible questions that students might have and collected all the necessary materials for the training.”

Ultimately, the course turned out to be so extensive and complex that the learning management system at the university could hardly cope with its workload. What problems bothered students most often? First of all, they faced difficulties in navigating this enormous amount of material and searching for individual resources, which, once found, seemed to disappear into the vast expanses.

The technical team had a hard time finding the requested content and fixing broken links. Thus, what was initially a good idea turned into a real challenge for all course users. The instructional designer believes that a significant amount of material had to be removed to improve the clarity and focus of the course.

Effective Measures for Really Improving Learning Quality

So how can a course revision be carried out from this perspective? The instructional designer suggests creating a task list, prioritizing what requires immediate attention and what can wait a bit longer. For example, links and videos that are not functioning should be fixed as soon as possible. Meanwhile, replacing content that received average ratings from students can be postponed until a later date. Luke Hobson recommends using your own discretion—for example, implementing a color-coded system to indicate different levels of urgency if it proves useful.

According to Hobson, the first question to ask yourself is: are these changes truly necessary, or could they simply be made to improve the overall presentation? Do the edits add real value to the course, or are they just for show? Any unnecessary elements should be eliminated—more quantity doesn't always mean better quality. Students will definitely appreciate it if you tidy things up and focus on what truly matters.

Read also:

• A course prototype is a preliminary version of a curriculum that helps shape and structure the content, methodology, and format of the training. It is a kind of draft that allows developers to see what the course will ultimately look like and identify potential problems before its full implementation.

  The importance of creating a prototype is that it serves as a tool for testing ideas and concepts. It helps assess how well the material will be received by the target audience and make adjustments at the early stages of development. A prototype also helps save time and resources, allowing you to avoid large-scale changes in the future, once the course is already completed. In addition, it promotes a deeper understanding of the course structure and the interactions between its elements, which ultimately improves the quality of training.

• A checklist for course materials before launch.
• Transforming existing educational material into a high-quality course requires a careful approach and a well-thought-out strategy. First, it's important to evaluate the available content—determine its relevance, structure, and alignment with the learning objectives. Next, organize the materials into logical modules. Each course section should focus on key concepts, ensuring clarity and accessibility. It's important not only to share knowledge but also to engage participants through interactive elements such as assignments, quizzes, and discussions.

  Remember to adapt the presentation format to the target audience. This may include using various media formats, such as videos, infographics, or podcasts, to make learning more varied and engaging.

  Also, consider assessment methods—develop a system that will test understanding of the material and encourage self-reflection. Finally, be sure to collect feedback from participants after the course is completed so that you can incorporate their opinions and improve the content in the future.

• The Improvement Cycle: Ways to Enhance the Quality of an Existing Online Course