We started off using the ABC-LD toolkit as a design tool. It’s great as a general purpose design aid for converting existing college / university courses into blended learning formats. It is especially good for bringing academics and support staff together to reimagine course designs. However we found that it was just not detailed enough for what we needed. So we returned to the trust ADDIE model.


The general framework we are using is the ADDIE model (Analyse. Design. Develop. Implement. Evaluate) – it is not well known or used in UK academia – for a whole range of reasons that are beyond the scope of this article. It is, however, super useful for our purposes as it provides a ‘process model’ i.e. a step-by-step guide to process of developing a course that uses EdTech. Each stage can be worked on separately if needed and repeated – it is intended to support iteration. It is not a linear model.w

At the moment (Jan/Feb 2020) we are working on the first 3 stages at the same time (ADD) – the (software) Development process is informing the Design by giving an idea of the limitations of the delivery platform and the abilities of the software tools and services we are using. Also feeding into the Design stage is the Analysis process, where are identifying what learner activities from the F2F course we can realistically create in the Development stage with the tools we are using. The approach we are using, and the ADDIE model is also known as Instructional Systems Design (ISD). As an aside, in discussions of ‘Learning Design’ in academia in the UK, most of the activity seems to be concentrated on we would describe as conceptual models (Bloom’s Taxonomy, 3E, TPACK, SAMR, HLM, 8LEM, 7Cc etc.). These are all useful as general design thinking aids to reimagining things but not for an end-to-end production process of the kind ADDIE supports – which is what we needed. You can head over to the Learning Design Page of this website for a longer discussion of this topic