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Definition of Instructional Design
Instructional Design is "simply a process for helping you to create effective training in an efficient manner" (Piskurich (2015).
It is also a systemic and systematic approach for developing and delivering instructional material in order to facilitate learning (Resier & Carr-Chellman, 2025; Resier 2025; Dousay et al., 2025).
Instructional Design Models
Instructional Design Models are conceptual representations that simplify complex explanations and allow visualization of the overall instructional design process which is generic and suitable across various sectors such as education, corporate, and government settings (Dousay et al., 2025).
The ADDIE Model
The ADDIE Model
The ADDIE model is a widely used and flexible instructional design process that provides a structured approach for creating effective learning experiences (Piskurich, 2015).
This instructional design model uses analysis, design, development, implementation, and evaluation phases and serves as the backbone of many ID models for systematic product development (Dousay et al., 2025).
Dick and Carey Model
Dick and Carey Model
The Dick and Carey model is a systematic approach that can guide the process of designing instruction and consist of 10 steps (Dick, Carey & Carey, 2015):
1) Identify instructional goals
2) Conduct instructional analysis
3) Identify entry behaviors
4) Write performance objectives
5) Develop assessment instruments
6) Develop instructional strategy
7) Develop and select instructional materials
8) Design and conduct formative evaluation
9) Revise instruction
10) Design and conduct summative evaluation
Using this model can ensure that the learning experience is well-structured and aligned with instructional goals. It can help educators and instructional designers to create more effective and organized instruction.
Other Instructional Design Frameworks
Other Instructional Design Frameworks
Bloom’s Taxonomy (1956) is a common tool used by cognitivist learning theorists and instructional designers to identify and test the relevance of course learning goals and objectives through six levels of cognitive stages (Revised version: Anderson & Krathwohl, 2001):
1) Remember
2) Understand
3) Apply
4) Analyze
5) Evaluate
6) Create
It relies on the use of action verbs to ensure that learning outcomes are measurable (Oyarzun & Conklin, 2021).
Gagné's Nine Events of Instruction (1965) is a step-by-step sequence for delivering effective instruction:
Step 1: Gain attention
Step 2: Inform learners of objectives
Step 3: Stimulate recall prior learning
Step 4: Present Stimulus/Content
Step 5: Provide learner guidance
Step 6: Elicit performance
Step 7: Provide feedback
Step 8: Assess performance
Step 9: Enhance retention & transfer
This framework provides vocabulary and structure which makes it dominant for designing lessons.
Want to Learn More? Check Out the Videos Below!
Artifact 1 from ETEC 5440 course: Design and Development of Instructional Materials I
Artifact 1 from ETEC 5440 course: Design and Development of Instructional Materials I
Below is the whole process and results of the team project. The project helped me understand the importance of collaboration. The most impactful learning moment was when our group faced a challenging situation and overcame it with strong willingness to move forward and not give up. I learned a lot from this team and I plan to use this experience as I enter the workplace and the professional world of instructional designers.
Artifact 2 from ETEC 6440 course: Design and Development of Instructional Materials II
Artifact 2 from ETEC 6440 course: Design and Development of Instructional Materials II
In the second project, we used the Dick and Carey model and Merrill’s First Principles of Instruction to develop a training module regarding bystander intervention in situations involving discrimination/harassment for CSUSB Staff and Faculty. Please click below for each milestone and report.
🗓️ Team Project Overview 🗓️
🗓️ Team Project Overview 🗓️
📋 Reports and Diagram 📊
📋 Reports and Diagram 📊
🎯 Key Milestones
🎯 Key Milestones
Presentation
Presentation
Reflection
Reflection
Working on this section of my ePorfolio gave me the opportunity to identify different approaches to Instructional Design and Technology which is a key competency for my IDT career.
I reflected on the advantages and disadvantages of using different IDT models such as ADDIE and Dick and Carey model to design better learning experiences based on the learner's needs.
I learned about Bloom’s Taxonomy and Gagné’s framework to deepen my understanding of how learning occurs and how instructional design can be improved.
I gained insights on the value of thoughtful design decisions and that being an effective instructional designer requires both flexibility and a willingness to continue learning.
I feel more confident and comfortable with the instructional design process compared to when I first started the IDT program.
References
References
Allen, M. (2025). The Successive Approximation Model (SAM). In R. A. Reiser, A. A. Carr-Chellman, & J.V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (5th ed., pp. 67-81). New York: Routledge.
Anderson, L.W. & Krathwohl, D.R. (2001). A taxonomy for teaching, learning, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
BLADE Hub. (2022, Oct 14). Gagne's Nine Events of Instruction with Examples | Micro-Lecture [Video]. YouTube. https://www.youtube.com/watch?v=cBdfqugeDgM
Bronack, S. (2025, December 1). M2 Review: Instructional Design Models [Canvas module]. ETEC 5440: Instructional Design I, California State University, San Bernardino. Canvas.
Bronack, S. (2026, January 28). Module 1: Introduction to the course - Systematic Design of Instruction [Google Slides]. ETEC 6440: Instructional Design II, California State University, San Bernardino. Google Classroom.
Bronack, S. (2026, January 28). Module 2: The Dick and Carey Model [Google Docs]. ETEC 6440: Instructional Design II, California State University, San Bernardino. Google Classroom.
Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th ed.). Pearson Education, Inc.
Dousay, T. A., Stefaniak, J. E., & Branch, R. M. (2025). Characteristics and Evolution of Foundational Design Models. In R. A. Reiser, A. A. Carr-Chellman, & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (5th ed., pp. 41-53). New York: Routledge.
Niall McNulty. (2021, Jun 16). An introduction to Bloom's Taxonomy in under 5 minutes! [Video]. YouTube. https://www.youtube.com/watch?v=FiVk6YmkIOA
Oyarzun, B. , & Conklin, S. (2021). Learning theories. Design for learning: Principles, processes, and praxis. EdTechBooks. https://edtechbooks.org/id/learning_theories
Piskurich, G. M. (2015). Rapid Instructional Design (3rd ed.), John Wiley & Sons, Inc.
Resier, R. A. (2025). A History of Instructional Design and Technology. In R. A. Reiser, A. A. Carr-Chellman, & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (5th ed., pp. 15-37). New York: Routledge.
Resier, R. A., & Carr-Chellman, A. A. (2025). What Field Did You Say You Were In?: Defining and Naming Our Field. In R. A. Reiser, A. A. Carr-Chellman, & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (5th ed., pp. 3-14). New York: Routledge.
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