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3.1 The ADDIE Model for Course Design

So far, we have looked at the types of courses that can be hosted on the CEPHEI learning platform, Bologna and national regulations that courses must meet, and issues of ownership. Now, the time has come to start identifying courses from your institution that are suitable for development for the CEPHEI learning platform. To do this, we draw on the ADDIE model for course design (“ADDIE Model”, n.d.) (Figure 3). 

Figure 3: The ADDIE Model for Course Design

The ADDIE model is a cycle that is used by instructional designers when designing courses. Instructional designers aim to create learning experiences and materials in a manner that results in the acquisition and application of knowledge and skills. The ADDIE model has five phases: analysis; design; development; implementation; and evaluation. In this model, each phase has an outcome that feeds into the next phase. 

Phase One - Analysis

Goals and objectives are established. In addition, information is gathered about the learning environment and learners’ existing skills and knowledge. Key questions are asked at this stage, such as “Who are the learners and what are their characteristics?”. 

Phase Two – Design

The course design is developed by identifying learning outcomes, modes of assessment, content, media selection, and lesson planning. In this phase, the course design is documented and instructional strategies are applied according to the intended outcomes. A prototype of the course is created at this stage. 

Phase Three - Development 

Instructors create and bring together the content and artefacts that were identified in the design phase, such as videos or quizzes. These are uploaded to the learning platform, and Beta tests are performed to check for usability. Feedback from the Beta test is used to review and revise the course.

Phase Four – Implementation

The course is implemented on the learning platform. Instructors teach the course and students take the course.

Phase Five - Evaluation 

This takes place formatively, at each phase of the ADDIE cycle, as well as summatively, with feedback being gathered from users. The cycle then repeats as the course is re-designed and re-implemented.

3.2 Analysing Which of your Courses/Modules May be Suitable

When designing a course or module for the CEPHEI learning platform, following the ADDIE model, first, an analysis of existing master’s level courses must be undertaken in order to identify which may be suitable for the project. The template shown in Table 1 can help you with that analysis.

Table 1: Analysis Template to Identify Suitable Courses for the CEPHEI Project

Take a look at courses at your institution, and complete a chart for each course. When completing the chart, ask yourself the following questions:

3.3 Choosing the Type of Course or Module

You will also need to decide on the type of course or module you will develop. There are a number of models used on the CEPHEI learning platform. These are: a blended course or module with a real-class space; a blended course or module with a virtual class space; a fully online course or module, as shown in Figures 4 to 6, below.

Figure 4: Blended Learning Course or Module with Real Class Space

Figure 5: Blended Learning Course or Module with Virtual Class Space

Figure 6: Fully Online Course or Module

3.4 Choosing the Pacing

In addition, you will need to decide on the pacing of your course. In the CEPHEI learning platform, there are three options for pacing:


Instructor-paced and available to others


3.5 Choosing your Approach to Course Design

Once you have identified suitable courses or modules at your institution that can be adapted to a blended or fully online learning model for the CEPHEI learning platform, you need to identify how the course or module needs to be adapted. There are a number of options you can take during this process: redesign an existing traditional course; redesign an existing blended course; translate an existing course; or create a new course from scratch (Figures 7 and 8).

Figure 7: Options for Transitioning or Redesigning an Existing Course

Figure 8: Options for Creating a New Course