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Instructional Design

EARTh follows the ADDIE foundational and instructional design methodology for creating sound and effective teaching and learning experiences.

The ADDIE model framework is as follows:


Proper analysis involves identifying the trainee’s (or learner’s) needs and establishing learning objectives and outcomes for the proposed training. After careful analysis with Subject Matter Experts the Instructional Designer considers the best delivery method(s) for optimal learning to take place, within the constraints of time, budget, faculty, resources, and characteristics of the learning audience.


Designing the curriculum or course(s) maps out exactly what a learner will achieve at completion. The design product is a map of the observable and measurable learning objectives. It includes tools that measure student progress towards the stated learning objectives.


The development phase is the actual creation of the learning activities and assignments that align with the learning objectives. Development includes creating textbooks, online learning modules, facilitator guides, experiential learning, activity instructions, and field trips. EARTh’s development team has an extensive background in augmented and virtual reality, video, and online learning platforms to develop state-of-the-art learning experiences for academia, organizations, and businesses.


Evaluation is a process of collecting student/facilitator data surrounding the quality and outcomes of course participation. Evaluation measures stakeholder’s level of approval of the training’s effectiveness towards intended outcomes. Instructional designers return to the analysis phase when updates or changes to the curriculum, course, or training are necessary.


The implementation phase is the actual delivery of the course. Implementation often involves pilot trials with smaller student groups. Piloting serves to correct any obstacles prior to disseminating the course to a wider audience.

*Instructional Designers often facilitate a forum of stakeholders and subject matter experts (SMEs) to Design Curriculum Based Training (DACUM) and Job Task Analysis (JTA). Listing and outlining job titles with associated duties and tasks serves as the basic structure for discovering learning gaps and performance expectations within an organization or business. DACUMS and JTAs serve as springboards for stating learning purposes and objectives for job training curricula. Several members of the EARTh team are trained and certified to facilitate DACUMs and JTAs.

This material is based upon work supported by the National Science Foundation under Grant No. 2055370
Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.