What is instructional design (known in its shortened version as ID)? Everyone has a different answer to that question. In fact, there are as many definitions and models of instructional design as there are instructional designers.

Here is my understanding of ID based on what I have read and what I have experienced in the field:

What is Instructional Design?

Instructional design is the process of closely analyzing learning problems with the ultimate goal of facilitating effective learning experiences. How are those experiences facilitated? An instructional designer identifies learning outcomes (or goals) to solve the diagnosed learning problem, creates interventions to help learners achieve those outcomes, and fashions assessments for determining if effective learning actually has taken place. In many cases models are used to guide the instructional design process. (See the instructional design diagram at the end of this paper for an overview of these elements and their relationships.) Now let’s unpack that brief description.

Analysis of Learning Problems

Instructional design begins with analysis of the learning problem. Three elements are closely examined by the instructional designer: the nature of the learning problem, the context of the learning problem, and the characteristics of those who need a learning experience. Actually, the instructional designer begins with the question: “Is there a learning problem?” It could be that the issue under examination is the result of factors other than inadequate or no learning (e.g., faulty machinery is resulting in perceived worker issues). Once the problem has been diagnosed as a genuine learning issue, then the instructional designer must ask: “Is there learning in place?” If there is, the problem may be that there is a discrepancy between the goals of learning and the goals of the institution or workplace. If there is no learning in place, then a new learning program must be created and new courses designed (Smith & Ragan, 2005).

Choosing a Model

Many instructional designers utilize a model that guides them in the instructional design process. In the “Analysis of Learning Problems” section above, the steps of analysis set forth actually flow from the Needs Assessment model developed by Smith & Ragan (2005).

When using a model, instructional designers have two choices: (1) choose from a plethora of pre-existing models or (2) develop their own. For a variety of reasons, a large number of institutions decide to develop their own (Andrews & Goodson, 1980). When using a model developed either outside or in-house, the seasoned designer will approach its use with whatever degree of flexibility the learning problem demands.

Christensen (2008) suggests that instructional designers determine the learning theory or model early in the design process (after isolating the nature of the learning problem). For a 'meta-model' of this idea, open this diagram. (The term 'meta-model' is used because Christensen’s model demonstrates how to properly use another type of model – the learning model.) Choosing at this stage ensures that a instructional designer (1) has enough data to choose the correct model (or develop his/her own) and (2) can carry out the subsequent design tasks in light of the model selected.

Defining Learning Outcomes

Learning outcomes (or goals) constitute one of the trademarks of instructional design. Ideally, these are based on a thorough analysis of the learning needs and context, as well as the learners themselves. Instructional designers should adopt a learner-centered approach to outcomes (or objectives) development. “Objectives do not focus on what instructional designers should do or what activities trainers should use to effect changes in learners’ work performance” (Rothwell & Kazanas, 2008, p. 169 – emphasis mine). Outcomes should focus on what learners need to know or what task they need to perform. Learning outcomes, once developed, will guide the instructional designer in all subsequent design tasks (Rothwell & Kazanas, 2008).

Creating Interventions

Instruction is not simply the ‘transfer’ of information from teacher to student. Rod Sims notes that “it is far more complex. The instructional design process consists broadly of determining the current state of learner understanding, defining the end goal of instruction, and creating some intervention that will assist in the development of that understanding” (Irlbeck, n.d., n.p.). Through a sequence of lessons and modules, learners are ‘diverted’ in a number of ways to authentic learning. But how do we know when learners have achieved lesson outcomes?

Creating Assessments

The instructional designer integrates a variety of assessments throughout the course in order to measure learner achievement of outcomes. While there are several different types of assessments to choose from, choice may be limited by the learning context and the nature of the learning problem. For example, strict testing would be expected if the learner is being taught to operate potentially dangerous machinery. Self-assessment or reflective discussions can be utilized in many graduate and post-graduate scenarios.

Assessment has another role in instructional design: “To provide information about what kinds of revisions are needed in the instructional materials” (Smith & Ragan, 2005, p. 104). Evaluation of instruction can occur while the design is in progress (formative) or between iterations (summative). Since instructional design is a highly dynamic enterprise (like the enterprise of learning itself), both forms of evaluation are important.

Conclusion

There are other elements of instructional design not covered here. For example, instructional design has a long history, as well as multiple roots in other disciplines and theories. However, this paper has touched on some of the most important elements. One other element that is important to consider is the future of instructional design. It was mentioned above that instructional design (as well as learning itself) is a dynamic enterprise. Part of that dynamic is the self-appraisal that is occurring among instructional designers today. In the context of instructional design for online learning, Rod Sims asks:

Do we need instructional design? As traditionally practiced, I answer no. However, we continue to need a comprehensive understanding of how people learn and the way learners can best be engaged in online environments. Where conventional instructional design models and process fail to effectively address these factors, we need to consider new models that integrate the pedagogies of online, learner-centred environments (p. 6).

In other words, instruction is not the main goal of instructional design. The ultimate goal is meeting learner needs. As our understanding of this central truth undergoes change, our ideas of instructional design will need to keep in step.

References

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