Integrating a creative envelope into the ADDIE model

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      Clinton and Hokanson (2011) built on design/creative loop to re-design the ADDIE model that acknowledges the importance of creativity. On a macro level, a creative envelope surrounds the model but on a micro level, there is a room for creative expressions in every phase of the ADDIE model. In the phase of analysis and research, instructional designers could enable creative thinking by looking at the problems and patterns from a new and diverse perspective. Typically, all projects come with some sort of constraints but instructional designers should not scare away from these obstacles, and should rather challenge and extend the solution space to the problems.

      Analyze, Design, Develop, Implement, Evaluate Model Loops

      In the design phase, instructional designers are closet to the creativity spectrum as they are making decisions about the instructional strategies, content, and delivery. They should engage in divergent thinking during this phase to come up with as many ideas as they can on how to approach the course, instead of going with the fixed procedure as done in the past. Be flexible with the methodology and try new design thinking techniques and approaches to deliver content. This phase should be more like prototyping with a loop of feedback and validation.

      In the development phase, instructional materials come to life and require context-driven solutions to any problems encountered during this stage. Think and implement new solutions to the old, repetitive problems to find a long-term solution. Bring the content to life by staying up to date with the current technology tools and through different features such as storyline, scenarios, or gamification.

      In the implementation and evaluation phases, one might engage in creative thinking to manage the logistics of instruction and to deploy means to assess the overall effectiveness of the program/course, along with the retention and performance rate. One recommendation is to evaluate in a continuous cycle to make successful changes and develop a deeper understanding of future work.

      This was one example of how to incorporate creativity into an instructional design model. However, Clinton and Hokanson (2011) propose that the same could be achieved for other instructional design models and theories as well.



      Clinton, G., & Hokanson, B. (2011). Creativity in the training and practice of instructional designers: The design/creativity loops model. Educational Technology Research and Development. Doi:10.1007/s11423-011-9216-3

      Malamed, C. Creativity and Instructional Design. The elearning Coach. Retrieved from:

      1. Analyze, Design, Develop, Implement, Evaluate Model Loops


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