Course Design Framework

While there are innumerable instructional design frameworks (and even more variations), the ADDIE model (first developed by Florida State University in 1975) has proven to be particularly adaptable and flexible in a variety of instructional settings, including higher education.

This model identifies five discrete phases of course development: Analysis, Design, Development, Implementation, and Evaluation, which are ideally developed in an iterative process. While you are encouraged to explore other instructional frameworks (see: additional resources), The Studio has organized instructional design supports to align with these five stages of course development.

Analysis

This initial step begins with reflection on the kinds of learning you want to foster in your course. It is important to anticipate the intellectual background of the students and think about what sorts of prior knowledge, skills, and attitudes they are likely to arrive with. This initial stage is therefore concerned primarily with articulating  course-level learning outcomes and goals, as well as thinking about how these might align with broader learning outcomes within your department and discipline.

Design

By this stage, you should have a good sense of what your course outcomes will be. Before going any further, it’s important to ask yourself what your students should know and be able to do by the times they complete your class. This stage asks you to map out about how your course readings, classroom activities, and assignments (articulated in your syllabus) will align with these course goals and learning outcomes.

Development

Create and refine your course learning activities and assignments in line with your course syllabus and schedule.

Implementation

Deliver your class in whatever mix of modalities is most appropriate, paying attention to how students are receiving the course content, and responding along the way.

Evaluation

Ask students for feedback on their learning experience (even after an individual activity). Reflect on the feedback and your own experiences, and determine what changes you might like to make. Start the ADDIE process over again to iterate and revise the course and instruction.

https://teachingcommons.stanford.edu/