The ADDIE model lends itself to the compartmentalized thinking of many who feel the need for a model that covers all aspects of a project from cradle to grave as it were. ADDIE gives a great look at the components of what needs to be accomplished when designing instruction and for the most part curriculum of any kind, however its boxed in approach tends to leave the innovators tied to certain aspects of the ID process that could prove problematic in many cases, especially when the Instructional Designer may be performing another role in the process. Instructional designers and teachers need to know what complete set of strategy components has better results (for desired outcomes) than any other set under given conditions. They are also interested in complete models and theories of instruction. The Iterative design, as an example is an approach of incremental development and refining a based on a real time feedback and evaluation feel that is different than the traditional Addie evaluation phase (Kranch, 2008). The Iterative design applies to a learning experience, the creation of media, or the development of learning systems. These tools, according to Reigeluth (1999) “provide the overt means through which individuals engage and manipulate both resources and their own ideas” (Reigeluth, 1999, p. 128). An example of how an iterative mode is used in a classroom is through the use of a wiki, where the “Page History” facility allows tracking back to prior versions. Modifications are mostly incremental, and leave substantial parts of the text unchanged. This is just one example of other ID models that are replacing the ADDIE design by attempting to give a more customized tool for a particular set of demographics and needs for the instructional design environment.

References
Kranch, D. A. (2008). Getting it right gradually: An iterative method for online instruction development. The Quarterly View of Distance Education, 9(1), 29-34.
Reigeluth, C. M. (1999). What is instructional design theory? In C. M. Reigeluth (Ed.), Instructional-design theories and models (Vol. II, pp. 5-29). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.