November’s Big Question from Learning Circuits: Are our models (ISD, ADDIE,
HPT, etc.) relevant in the future? The question does not stop there. The LC
blog follows it up with “Are ISD/ADDIE/HPT relevant in a world of rapid
elearning, faster time-to-performance, and informal learning?” Although
Learning Circuits must have seen both these question together as defining one
problem statement, I see two distinct questions here.
respond to the “first question” first. The relevance of a model depends on how
you use it rather than when you use it (past, present, and future). In this
case, the question seems to imply that the models in question are traditional
(ISD, ADDIE, HPT, etc.). However, the use of brackets, the addition of “etc.”
and the absence of the word “traditional” or “conventional” makes the question
open to interpretation—which is not a bad thing.
models” are somewhat like this question. A model by its very definition is
generic; it acquires specificity only in local contexts. So, if one is to
assume that ADDIE is top-down, behavioristic, and ID driven, then it will
appear to be so. On the other hand, if a few learners decide to use the process
elements of ADDIE to design learning for their own use in a Second Life kind of
platform, the application of this model takes on a completely different
Therefore, the problem lies not with the models, but in how we approach them and what we take out of them. We should be able to appropriate models, not just apply them literally or reject them outright. By appropriating a model, we make it relevant to us and to our times.