Lesson Objectives:
  • understand the role of instructional design (ID) in course creation
  • recognize the five phases of ADDIE
  • develop at least three preliminary learning goals for the PDC course in Alachua County.
Instructional design (ID) is a systematic process in the ways that instructional materials are created, developed, and delivered.  ID practice aims to create “instructional experiences which make the acquisition of knowledge and skills more efficient, effective, and appealing”  (Merrill et al 1996). As a field, ID is historically rooted in cognitive and behavioral psychology, yet more recently constructivist learning theory has gained a greater influence in shaping ID strategies and techniques (Mayer et al 1992, Duffy et al 1996, Duffy et al 1992). By addressing the way people learn new information, the ID process provides a systematic means of broadly of determining the needs of the student(s), defining the overall goals of the instruction, and creating interventions to bridge learning gaps. Therefore, learning outcomes of instruction should be observable and measurable. While there are many different instructional design models, most are based on the five phases of the ADDIE model: analysis, design, development, implementation, and evaluation (Aritzhaupt et al 2015).

ADDIE graphic

The ADDIE framework for instructional design can provide a systematic process to create develop and deliver a PDC course in Alachua County. Moving through each stage of ADDIE can provide an efficient, effective and appealing PDC course for learners and teachers. By considering the different ways people acquire, process and use new information (learning theory), a PDC course designer can accommodate different learning modalities within a diverse population of learners. Learning theories informed the development of the ADDIE Model at Florida State University in the 1970s. The model is based on five generic phases as a guideline for building effective training and performance support tools:

  • Analysis – establish who, what, when, where, why and how?
  • Design – create learning objectives and content, conduct subject matter analysis, plan lessons, collect media, create exercises, and create instruments to assess learning outcomes. The design phase should be a logical andorderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project’s goals.
  • Development – create and assemble learning content  with storyboards, flowcharts and graphics.
  • Implementation -establish procedures for instructors and learners; create course curriculum, revisit learning outcomes, establish methods of delivery and assessment procedures, ensure that all instructional materials are in place; books, hands-on equipment, tools, weblessons, etc.
  • Evaluation – conduct formative (at each stage) evaluations and summative (concluding) evaluation to identify successes and failures in outcomes in order to improve efficiency, effectiveness and appeal of instructional design

The following YOUTUBE video by Marie Langton provides a brief overview of the ADDIE model.

Now that you have an idea of the contributions of instructional design models and the ADDIE framework in developing a PDC course in Alachua County, we can take a closer look at each phase and begin developing a PDC course. Before doing so however, it is important to identify the overall goals of the PDC course. What problems are you trying to solve through training others in Permaculture Design? What do you expect learners to accomplish in the course? How can ADDIE help you in this process?


Battisti. Bryce. Permiculture Design in Higher Education Proceedings of the 25th Annual Western Region Agricultural Education Conference

Burns, Heather. 2011. Teaching for Transformation (Re)Designing Sustainability Courses based on ecological principles Journal of Sustainability Education (2)

cliparti1_discussion-clipart_03For Discussion:

Introduce yourself and explain why you want to build a PDC course in Alachua County. What goals do you want the PDC course to achieve? Post in the Comments below.



Group Project:

Create a chart to organize individual goals, and analyze patterns in the goals to identify similarities and differences.




Adopt a unified set of goals for the PDC course in Alachua County. Keep in mind that these goals can be revisited and revised as often as needed throughout the course.


Now that you have established a unified set of goals for your PDC course, it is time to establish the Who, What, When, Where, Why and How of the PDC course in the Analysis Lesson.

References and Further Information

Aritzhaupt et al. ADDIE Explained accessed on February 5, 2016.

Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 170-198). New York: Simon & Schuster Macmillan

Duffy, T. M. , & Jonassen, D. H. (1992). Constructivism: New implications for instructional technology. In T. Duffy & D. Jonassen (Eds.), Constructivism and the technology of instruction (pp. 1-16). Hillsdale, NJ: Erlbaum.

Ed Forest: The ADDIE Model: Instructional Design, Educational Technology

Mayer, Richard E (1992). “Cognition and instruction: Their historic meeting within educational psychology”. Journal of Educational Psychology 84 (4): 405–412. 

Merrill, M. D.; Drake, L.; Lacy, M. J.; Pratt, J. (1996). “Reclaiming instructional design” Educational Technology 36 (5): 5–7.


One Response to Introduction

  1. Increase general environmental and watershed awareness.

    Increase awareness of permaculture and its ethics and principles.

    Increase awareness in how permaculture is applied.

    Increase rate at which permaculture projects are implemented and permaculture theory is spread.

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