63). In contrast, Gagne’s emphasizes understanding of the instructional design output from research that assists in developing “prescriptive [or] normative purposes in instructional interventions” (2012, p. 64). Even though the two theories contrast one another in their emphasis on design output (Gagne’s model) and design process (ADDIE) understanding there are further comparisons that show how the instructional design theories can complement one another during educational research and instructional …show more content…
Conducted through a generic five-step sequence the ADDIE model progresses through the steps of analysis, design, development, implementation, and evaluation to produce “effective training and performance support tools” (Culatta, 2013a, para. 1; Forest, 2018a). Gagne similarly presents a design model based upon five categorical elements of learning outcomes organized into a hierarchy of nine learning events based on complexity (Culatta, 2013b; Forest, 2018b; McKenney & Reeves, 2012). The nine hierarchical learning events identified as conditions of learning provide instructors a systematic approach or checklist to ensure achievement of defined learning outcomes (Forest, 2018b). Thus demonstrating how the complexity of Gagne’s model contrasts the ADDIE