What is instructional design?

Instructional design is commonly defined as a systematic procedure in which educational and training programs are developed and composed with the aim of achieving a substantial improvement in learning (e.g., Reiser & Dempsey, 2007).

My understanding of instructional design involves a series of carefully constructed processes aimed at achieving the best possible outcomes.

Instructional Design Models

ADDIE Model: ADDIE has five phases—Analysis, Design, Development, Implementation, and Evaluation. This model provides a dynamic, flexible guideline for building a high-quality course.

Analysis
The analysis phase is where the instructional problem is identified. The instructional goals, success metrics, and overall objectives are also established. Information regarding the learning environment, preferences, demographics, and existing knowledge and skills is also identified during this phase.

Design
The design phase nails down learning objectives, instructional methods and activities, storyboards, content, subject matter knowledge, lesson outlines, and media assets.

Development
In the development phase, instructional designers develop the content and learning interactions outlined in the design phase. During this phase, content is written and graphics, audio, and photography are also produced and assembled.

Implementation
During implementation instructional designer delivers the content and materials to the Learning Management Systems (LMS) or directly to the trainer for live training events. The instructional designer also provides training needed to trainers, facilitators, SME, or instructors.

Evaluation
During the evaluation phase, the instructional designer determines what success will look like and how it will be measured. Oftentimes, the evaluation consists of two phases: formative and summative. Formative evaluation is iterative and is done throughout the design and development processes. This occurs all throughout the ADDIE process. A summative assessment consists of tests performed after the training materials are delivered. The results from these tests help to inform the instructional designer and stakeholders on whether or not the training accomplished its original goals outlined in the analysis phase.

SAM Model: is a different approach to the development of instructional design products that address the performance need through iterations, repeated small steps, rather than with perfectly executed giant steps. SAM challenges the notion of moving through a linear process (like ADDIE) from Analysis to Evaluation as an effective strategy for designing learning events intending to produce greater performance. SAM addresses the roadblocks we all face (product quality, meeting timelines and budgets, and managing SMEs).

1. Identify Goals And Outcomes

When implementing the SAM model in eLearning, remember that the preparation stage comes first. You must clarify your goals and desired outcomes, as well as gather relevant background information regarding the training topic, learning needs, etc. Many other instructional design approaches involve lengthy analysis phases focusing on the existing strategy and its gaps. With the SAM model, you skip straight to preparing your L&D team and equipping them with the knowledge they need.

2. Gather Resources And Research Online Learners’ Needs

The preparation stage should also include gathering resources that you already have on hand and conducting audience research. Conduct surveys, evaluate LMS metrics, and assess pre-existing knowledge.

3. Host A Virtual Brainstorming Session

It’s always a good idea to officially launch the eLearning project with a virtual brainstorming session. According to the "savvy start" methodology of the SAM Model in eLearning, this meeting is intended to evaluate performance and develop a plan of action. It also allows everyone to meet one another and define roles, expectations, and eLearning project milestones. You’ll probably host frequent feedback and analysis sessions throughout the process since this is an iterative approach.

4. Plan And Prototype

Now it’s time to move on to the design phase of the SAM model, which involves more in-depth planning and prototyping. L&D teams should make a note of all the ideas that were flushed out during the brainstorming session, and then choose the best to proceed with. This second phase centers on a cycle of designing, prototyping, and review. After each repetition, you should review what you already have and make the necessary changes before moving on.

5. Create A Design Proof

The third and final stage of the SAM model is known as the Iterative Design Phase. In this case, the three steps are development, implementation, and evaluation. This begins by creating an eLearning design proof using the work you completed in the design phase. The proof should be fully functional and feature all the components you need to have for the finished product.

6. Implement Multiple Design/Evaluation Phases

If you decide to follow the SAM model in eLearning, you must run three rounds of testing to complete before the official eLearning course launch. The first is Alpha, which involves developing and evaluating the basic design of the eLearning course. For instance, producing a rudimentary version of the eLearning course with placeholders and perfecting the layout. The second round is Beta, which involves testing and ironing out glitches that impede the learning experience. At this stage, the overall eLearning course design, activities, and methodologies are set. This brings us to the third and final phase, Gold testing. This version should be very close to the finished product. Preferably, it is free of errors and nearly ready for learner consumption.

7. Involve Key Stakeholders During Each Design Stage

Using the SAM Model In eLearning requires flexibility and a willingness to identify weak points in your course design. You must involve stakeholders at every stage so that they can provide their feedback and revision suggestions. For example, they have an issue with the aesthetics during the iterative design phase. It’s much easier and cost-effective to remedy the problem now instead of waiting until the day before launch.

The Dick and Carey Systems Approach Model: The model was originally published in 1978 by Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction. Dick and Carey made a significant contribution to the instructional design field by championing a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning, and instruction. According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes". The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows:

Identify Instructional Goal(s): A goal statement describes a skill, knowledge, or attitude(SKA) that a learner will be expected to acquire
Conduct Instructional Analysis: Identify what a learner must recall and identify what a learner must be able to do to perform a particular task
Analyze Learners and Contexts: Identify general characteristics of the target audience including prior skills, prior experience, and basic demographics; identify characteristics directly related to the skill to be taught; and perform analysis of the performance and learning settings.
Write Performance Objectives: Objectives consist of a description of the behavior, the condition, and the criteria. The component of an objective that describes the criteria that will be used to judge the learner's performance.
Develop Assessment Instruments: Purpose of entry behavior testing, the purpose of pretesting, the purpose of post-testing, the purpose of practice items/practice problems
Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation, assessment
Develop and Select Instructional Materials: All materials needed need to be addressed.
Design and Conduct Formative Evaluation of Instruction: The designer tries to identify areas of the instructional materials that need improvement.
Revise Instruction: To identify poor test items and to identify poor instruction
Design and Conduct Summative Evaluation:

Team Project and Individual Project

ETEC 5440 Team Project

ETEC 6440 Individual project

The Effects of Covid-19 on Friends and Family

Network Security: The learner essentials of network security

Reflection

ETEC5440 and ETEC6440: The projects completed in these classes gave me great insight into team collaboration and the distribution of responsibilities. They also showed me to be resilient when in a time crunch. These projects helped develop my skills as an Instructional Designer.

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