Interrelatedness of Analysis and Design Phases

by megantaylor05

Looking at the ADDIE model it appears there are definite, distinct stages organized in a linear process, there has been some debate on the nature of the ADDIE model. The U.S. Army, in a 1984 training manual, published a diagram that proposed “parts [were] interrelated.” They also stated that “nothing [within the design process] is done in isolation” and “phases may be accomplished concurrently.” In the diagram presented by the U.S. Army, the analysis and design stages overlap (as cited in Clark, n.d).

     Although I am learning about and completing my instructional design in step-by-step pieces, I see how there is definitely “interconnectedness” between the stages. In order to successfully design instruction, I have found it absolutely imperative to have a thorough analysis. In summary, the analysis prepares you for the design phase. You write the goals and objectives that you fulfill in the design phase when you write your learning activities, media, and skills resulting from the goals. Without first developing the analysis report, the design phase would prove to be extremely difficult if not impossible (Tzanis, 2002).

     In my opinion, the analysis process and design process must be interrelated, as the U.S. Army stated. This characteristic helps the instructional designer, if he or she completes each phase thoroughly. However, a poor analysis will result in a poor design. One point I have realized that will affect my instructional designing is it might be necessary to go back to the analysis phase to make modifications. For example, if once completing design, the designer decides that a learning objective cannot be met due to time/resource restraints, it will be necessary to return to the analysis and reevaluate.

     The “Information R/evolution” video discusses digital information and how digital information differs from traditional information (Wesch, 2008). Digital info is stored, shared, and found in new ways, but how does digital information impact the instructional design process? I think that digital information is more accessible and is easier “to come by” unintentionally. Traditional “print and paper” information is more controllable by the designer or instructor. Therefore, the instructional designer must plan in the design for students to be distracted or their learning impacted by “outside” pieces of information.

Clark, D. (n.d.) Addie model. [Web log]. Retrieved from

Tzanis, J. (2002). “Online course development process”. Retrieved from

Wesch, M. (2008). “Information r/evolution”. Retrieved from