8/28/2014 Instructional Design

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Contents of this page:
What is Instructional
Design?
Differences Between
Instructional Design
and Instructional
System Design
Strategies of
Instructional Design
Should Instructional
Design be called
Learning Design?
Instructional Design
Models and Theories
Theories and Models of ID:
Gagn's Nine Steps
of Instruction (1985)
John Keller's ARCS
model (1988)
Merrill's Component
Display Theory
(1983)
Reigeluth's
Elaboration Theory
(1983)
Constructivism
van Merrinboer's
4C/ID Model (1997)
Rapid Instructional
Design
Related Models:
Cognitive Task
Analysis in
Instructional Design
Scaffolding helps to build a
framework for the learners


I ns t ruct i onal Des i gn
Thi s si te di scusses several Instructi onal Desi gn (ID) models
or theori es for creati ng trai ni ng or learni ng processes and
the di fference between ID and ISD.
Wh a t i s I n s t r u c t i o n a l De s i gn ?
Instructi onal Desi gn i s defi ned as a systemati c process that
i s employed to develop educati on and trai ni ng programs i n
a consi stent and reli able fashi on (Rei ser & Dempsey,
2007). In addi ti on, i t may be thought of as a framework for
developi ng modules or lessons that (Merri ll, Drake, Lacy,
Pratt, 1996):
i ncrease and enhance the possi bi li ty of learni ng
makes the acqui si ti on of knowledge and ski ll more
effi ci ent, effecti ve, and appeali ng,
encourages the engagement of learners so that they
learn faster and gai n deeper levels of understandi ng
In a nutshell, i nstructi onal desi gn can be thought of as a
process for creati ng effecti ve and effi ci ent learni ng
processes. The left-hand si debar li sts several types of
i nstructi onal desi gn processes. Some, such as Gagn and
Keller, are concepts that work i n most i nstructi onal desi gn
projects.
Others are ai med at speci fi c learni ng processes. For
example, van Merri nboer i s used when the learners must
master complex problem solvi ng. Cogni ti ve Task Analysi s i s
even more speci fi c i t i s used to analyze tasks that are
largely covert and nonprocedural i n nature.
Learni ng can be qui te complex, thus there i s no one si ze fi ts
all methodology. Thi s i s why i nstructi onal desi gners need to
fami li ari ze themselves wi th the vari ous learni ng theori es and
concepts so that they can refer back to them when they
experi ence complex desi gn problems.
Di f f e r e n c e s Be t we e n
8/28/2014 Instructional Design
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Learning Design
Model built from the
six theories
Design
Methodologies:
Instructional,
Thinking, Agile,
System, or X
Problem?
Agile Learning
Design: a framework
for rapid instructional
design
Instructional Design
templates
Instructional Design
Framework with
templates

I n s t r u c t i o n a l De s i gn a n d
I n s t r u c t i o n a l S y s t e m De s i gn
Instructi onal Desi gn (ID) models di ffer from Instructi onal
System Desi gn (ISD) models i n that ISD models have a
broad scope and typi cally di vi de the i nstructi on desi gn
process i nto the fi ve phases of analysi s, desi gn,
development, i mplementati on, and evaluati on (van
Merri nboer, 1997, pp 2-3). In addi ti on, ISD models uses
both formati ve evaluati ons i n all the phases and a
summati ve evaluati on at the end of the process. Examples
of ISD models are ADDIE and the Di ck & Carey model.
On the other hand, ID models are less broad i n nature and
mostly focus on analysi s and desi gn, thus they normally go
i nto much more detai l, especi ally i n the desi gn phase.
ID models are normally employed i n conjuncti on wi th ISD
models (van Merri nboer, 1997, pp 2-3). The ISD process
keeps the enti re trai ni ng, development, or educati onal
process on the correct path to reach the learni ng goals,
whi le one or more ID models are used i n conjuncti on that
best supports the learni ng process bei ng desi gned.
For example, you mi ght use ADDIE to ensure you reach your
goal, i n addi ti on to 4C/ID to desi gn the parts of the learni ng
processes that requi re complex problem solvi ng. Thi s allows
ISD to be si mi lar to plug-and-play, i n that you plug the
needed ID theory i nto the ISD model as thi s example shows:
Click to open a larger chart
S t r a t e gi e s o f I n s t r u c t i o n a l De s i gn
There are three types of learni ng strategi es i n Instructi on
Desi gn organi zati onal, deli very, and management
(Rei geluth, 1983):
1. Organizational
Organi zati onal strategi es are broken down on the mi cro or
macro level so that the lesson may be properly arranged and
sequenced. Some methods for performi ng thi s can be found
at Sequenci ng and Structuri ng Learni ng Modules.
2. Delivery
Deli very strategi es are concerned wi th the deci si ons that
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affect the way i n whi ch i nformati on i s carri ed to the learners.
Deli very i s the means of communi cati ng and transferri ng a
learni ng process to the learners. For example, you can
deli ver a lesson i n the classroom or vi a elearni ng. Thi s i s
si mi lar to the concept of medi a. Some methods of deli very
are:
Classrooms
eLearning
Lecture
mLearning
Social Learning & Social Media
Video
3. Management
Management strategi es i nvolve the deci si ons that help the
learners i nteract wi th the learni ng acti vi ti es i n order that they
may i ncrease thei r knowledge and ski lls. Some of the
strategi es are:
Action Learning
Boot Camp
Fishbowls
Lockstep
Personalized System of Instruction
Programmed Learning
Some other speci fi c strategi es, such as note taki ng and
modeli ng, can be found i n the followi ng li nks (Marzano,
1998).:
Linguistic Learning Mode
Nonlinguistic Learning Mode
Affective Learning Mode
S h o u l d I n s t r u c t i o n a l De s i gn b e
c a l l e d L e a r n i n g De s i gn ?
Recently, there has been some movement to call
Instructi onal Desi gn Learni ng Desi gn, wi th the premi se
that thi s wi ll focus the process more on the learners rather
than the content. However, thi s has been cri ti ci zed by others
as we cannot desi gn learni ng because i t i s the outcome of
good i nstructi on, rather we can only desi gn the i nstructi on,
whi ch i s a process.
I n s t r u c t i o n a l De s i gn Mo d e l s a n d
T h e o r i e s
The major i nstructi onal desi gn theori es and/are models
i nclude:
Gagn's Nine Steps of Instruction
John Keller's ARCS model
Merrill's Component Display Theory
Reigeluth's Elaboration Theory
Constructivism
van Merrinboer's 4C/ID Model
Rapid Instructional Design

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8/28/2014 Instructional Design
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Some other models for creati ng learni ng processes are:
Design Methodologies: Instructional, Thinking, Agile, System, or
X Problem?
Instructional Design Framework
Learning Design Model
Agile Learning Development
Learning and Instructional Templates
Ne x t S t e p
Next page: Gagn's Ni ne Steps of Instructi on (1985)
R e f e r e n c e s
Gagn, R. (1985). The Condi ti ons of Learni ng and the
Theory of Instructi on, (4th ed.). New York: Holt, Ri nehart, &
Wi nston.
Keller, J.M., & Suzuki , K. (1988). Use of the ARCS
moti vati on model i n courseware desi gn. In Jonassen, D.H.
(ed) Instructi onal desi gns for mi crocomputer courseware.
Hi llsdale, NJ: Lawrence Erlbaum.
Marzano, Robert J. (1998). A Theory-Based Meta-Anal ysi s
of Research on Instructi on. Mi d-conti nent Aurora, Colorado:
Regi onal Educati onal Laboratory. Ret ri ved from
http://www.peecworks.org/peec/peec_research/I01795EFA.2/Marzano%20Instructi on%20Meta_An.pdf
Merri ll, M.D. (1983). Component Di splay Theory. In
Rei geluth, C.M. (ed), Instructi onal Desi gn Theori es and
Model s: An Overvi ew of thei r Current States. Hi llsdale, NJ:
Lawrence Erlbaum.
Merri ll, M.D., Drake, L., Lacy, M. J., Pratt, J. (1996).
Reclai mi ng i nstructi onal desi gn. Educati onal Technol ogy,
36(5), 5-7. http://mdavi dmerri ll.com/Papers/Reclai mi ng.PDF
Rei geluth, C.M., Stei n, F.S. (1983). The Elaborati on Theory
of Instructi on. In Rei geluth, C.M. (ed), Instructi onal Desi gn
Theori es and Model s: An Overvi ew of thei r Current States.
Hi llsdale, NJ: Lawrence Erlbaum.
Rei ser, R.A. & Dempsey, J.V. (2007). Trends and Issues i n
Instructi onal Desi gn (2nd ed.). Upper Saddle Ri ver, NJ:
Pearson Educati on, Inc.
van Merri nboer, J.J.G. (1997). Trai ni ng Compl ex
Cogni ti ve Ski l l s: A Four-Component Instructi onal Desi gn
Model for Techni cal Trai ni ng. Englewood Cli ffs, New
Jersey: Educati onal Technology Publi cati ons.
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Revi sed Apri l 17, 2014. Creat ed Oct ober 1, 2004.
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