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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
The streamlined, simplified, beginner-friendly introduction to instructional design
Instructional Design For Dummies will teach you how to design and build learning content to create effective, engaging learning experiences that lead to improved learning outcomes and skill development. This book breaks down the instructional design process into bite-sized pieces, so you can learn techniques and best practices without getting bogged down in theory. Learn about various instructional design models and frameworks, then discover the different options for designing learning experiences. Take into account learning foundations, goals, and contexts, then create stellar lessons for in-person or virtual delivery. This Dummies guide is your starting place for creating impactful courses, without the technical jargon.
- Learn the basics of instructional design so you can create meaningful learning experiences
- Discover techniques that will help you design high-quality content for any context
- Improve learning outcomes and deliver training content with greater efficiency
- Skip the complex theories and technical jargon and focus on the info you need to know
This book is perfect for anyone who needs to develop a course, design a curriculum or training program, or provide educational content without being formally trained in instructional design. It’s also a great supplement to college-level instructional design courses. Whatever you’re teaching, Instructional Design For Dummies will help you teach it better.
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Seitenzahl: 431
Veröffentlichungsjahr: 2024
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Instructional Design For Dummies®
To view this book's Cheat Sheet, simply go to www.dummies.com and search for “Instructional Design For Dummies Cheat Sheet” in the Search box.
Table of Contents
Cover
Title Page
Copyright
Introduction
About This Book
Foolish Assumptions
How This Book Is Organized
Icons Used in This Book
Beyond the Book
Where to Go from Here
Part 1: Getting Started with Instructional Design
Chapter 1: Introducing Instructional Design
What is Instructional Design?
Looking at the Life of an Instructional Designer
Overview of the Instructional Design Process: The ADDIE Model
Understanding Different Methods and Design Models
Chapter 2: Looking at Learning and Design Foundations
Alignment: A Key Principle of Instructional Design
Examining the Five Essential Foundations for Instructional Design
Aligning the Five Foundations to Select Best Practices
Part 2: The Analysis Phase
Chapter 3: Analyzing Learners, Contexts, and Instructional Needs
Looking at Planning Considerations
Needs Analysis: Digging Deeper into the Need for the Instruction
Leveraging Learner Analyses
Methods for Collecting Data
Chapter 4: Analyzing Tasks, Goals, and Outcomes
Classifying Types of Learning
Classifying Goals and Tasks with Bloom’s Taxonomy
Choosing Action Verbs to Describe the Outcomes
Performing Task Analyses
Part 3: Designing Engaging and Effective Instruction
Chapter 5: Creating Instructional Goals and Objectives
Starting with the End in Mind
How to Create Instructional Objectives
Linking Objectives and Assessments
Tips for Sequencing Your Instructional Objectives
Chapter 6: Introducing Instructional Design Frameworks
Choosing When to Use an Instructional-Design Framework
Gagne’s Nine Events of Instruction
Mayer’s Framework for Active Learning: The Selecting-Organizing-Integrating (SOI) Model
Chapter 7: Open-ended Design Frameworks
Choosing When to Use Open-ended Design Frameworks
Designing for Understanding versus Memorization
Designing for Problem Solving
Part 4: Developing, Implementing, and Evaluating Instruction and Technology
Chapter 8: Using Technology to Deliver Instruction
Categorizing Delivery Modes
Aligning Technology with Instructional Goals
Selecting Media and Technology Delivery Systems
Linking Instructional Strategies with Technologies
Looking to the Future
Chapter 9: Developing Effective Instructional Materials
Analyzing the Instructional Development Process
Developing Instruction for Different Types of Delivery Modes
Prototyping Instructional Products
Principles for Developing Effective Multimedia Instruction
Creating Accessible Instructional Design Materials
Examples of Deliverables for the Development Phase
Chapter 10: Show Time! Implementing Your Instruction Successfully
The Best Laid Plans versus Actual Use
The RIPPLES Model for Implementation Planning
Accounting for Potential Barriers to Successful Implementation
Tips for Successful Implementation of Common Types of Instruction
Chapter 11: Evaluating Instructional Materials
Determining the Success of the Instruction
Counting Down the Four Different Levels of Evaluation
Making Revisions Based on Your Findings
Part 5: The Part of Tens
Chapter 12: Ten Best Practices for Creating Engaging Instruction
Design Activities for Learner Collaboration, Discussion, and Sharing of Ideas
Design Activities that Relate to Real-World Applications
Use Technology Wisely Based on Learning Goals and Needs versus Jumping on the Latest Trend
Include a Variety of Interactive Instructional Activities
Give Learners Feedback on How They’re Doing
Create Activities with the Right Amount of Complexity for Learners
Design Activities that Enhance Transfer of What is Being Learned to Real-World Situations
Don’t Focus Only on “Telling”
Use Activities that Support Learning-By-Doing
Connect with Other Designers to Learn Best Practices and New Ideas
Chapter 13: Ten Questions to Ask Before Selecting Technologies for Your Instruction
What Type of Learning and What Kinds of Instructional Goals Need To Be Supported?
Does the Instruction Need to Be Delivered as Self-Paced or Group-Based Instruction?
What Are Your Budget Constraints?
How Rapidly Will the Content Change?
Is Real-Time Feedback from an Instructor Important?
Is Collaboration and Interaction with Other Learners Essential?
Is Using Technology for Instruction the Most Effective Way to Learn?
Is Your Instruction Going to Be Delivered Over the Course of Many Weeks or Months?
Is the Technology Delivery Selection Accessible and Inclusive?
Is There Adequate Tech Support?
Chapter 14: Ten Ways to Put Your Instructional Design Knowledge to Work
Instructional Design in Business and Industry
Instructional Design in Higher Education
Instructional Design Consulting
Instructional Design in the Military
Instructional Design for Medical and Health Sciences Education
Designing Instruction for Schools
Instructional Design in Informal Learning Institutions
Instructional Designers as Educational Content Creators
Getting Started in a Career in Instructional Design
Common Instructional Design Job Competencies
Part 6: Appendix
Appendix: Example Questions, Checklists, and Worksheets
1: Example Questions for a Needs Analysis (for SMEs)
2: Example Questions for a Learner Analysis
3: Example Questions for a Needs Analysis (for Potential Learners)
4. Implementation Preparation Worksheet
5. Implementation Debrief Checklist
Index
About the Author
Advertisement Page
Connect with Dummies
End User License Agreement
List of Tables
Chapter 1
TABLE 1-1 Types of Settings Where Instructional Designers Work
TABLE 1-2 Job Skills of an Instructional Designer
Chapter 2
TABLE 2-1 Types of collaborative learning strategies
Chapter 3
TABLE 3-1 Tips for Finding Organizational Information for Analyses
TABLE 3-2 Tips for Analyzing the Organizational Context
TABLE 3-3 Summary of the RIPPLES Framework for Analyzing Factors for Implementin...
TABLE 3-4 Strategies for Identifying
Optimal
Performance
TABLE 3-5 Strategies for Identifying
Actual
Performances
TABLE 3-6 Typical Reasons for Performance Problems
TABLE 3-7 Common Elements of a Learner Analysis
TABLE 3-8 Learner Analyses for Inclusivity
Chapter 4
TABLE 4-1 A Brief Summary of the Six Levels of Bloom’s Taxonomy
TABLE 4-2 Common Action Verbs for Each Level of Bloom’s Taxonomy
Chapter 5
TABLE 5-1 Example Statements Written as a Learning Outcome (Left Column) and as ...
TABLE 5-2 Summary of the Process of Creating Instructional Objectives
TABLE 5-3 A Quick Review of Bloom’s Taxonomy
TABLE 5-4 Aligning Objectives and Assessments
Chapter 6
TABLE 6-1 Assumptions and Strategies of Direct Instructional Design Frameworks
TABLE 6-2 Gagné's Nine Events of Instruction
TABLE 6-3 Example Lesson Outline Using Gagné's Nine Events of Instruction
TABLE 6-4 The SOI Model for Designing Active Learning Strategies
Chapter 7
TABLE 7-1 Assumptions and Strategies of Open-Ended Instructional Design Framewor...
TABLE 7-2 Three-phase Sequence for Structuring Activities to Support Teaching fo...
Chapter 8
TABLE 8-1 Categorizing Delivery Modes
TABLE 8-2 Technology characteristics and how they support learning
Chapter 9
TABLE 9-1 Typical materials to develop for classroom-based (face-to-face) instru...
TABLE 9-2 Development tips for virtual asynchronous and synchronous instruction
TABLE 9-3 Example storyboard using a table display format
TABLE 9-4 Principles and best practices for developing multimedia instruction
TABLE 9-5 Summary of UDL principles and guidelines
TABLE 9-6 Sample instructor guide for a workshop on identifying tree life cycles
TABLE 9-7 Examples of LMS Development Deliverables
Chapter 10
TABLE 10-1 Five Types of Infrastructure Needed for Implementing Instruction
TABLE 10-2 Implementation Tips for In-Person Classroom Instruction
TABLE 10-3 Sample Implementation Preparation Checklist for
Tree Investigators
, a...
Chapter 11
TABLE 11-1 Kirkpatrick’s Four Levels of Evaluation
List of Illustrations
Chapter 1
FIGURE 1-1: The ADDIE Instructional Design Process.
Chapter 2
FIGURE 2-1: An illustration of an aligned instructional design.
FIGURE 2-2: An illustration of a partially aligned instructional design.
Chapter 3
FIGURE 3-1: Identifying optimal performances in a gap analysis.
FIGURE 3-2: Identifying actual performances in a gap analysis.
Chapter 4
FIGURE 4-1: Flowchart format of a task analysis on time management techniques.
Chapter 5
FIGURE 5-1: Flowchart format of a task analysis on time management techniques.
Chapter 7
FIGURE 7-1: An illustration of a typical PBL cycle.
Chapter 9
FIGURE 9-1: Hand-sketched storyboard.
FIGURE 9-2: Example storyboard made using presentation software.
FIGURE 9-3: Example of a linear flowchart pattern.
FIGURE 9-4: Example of a branching flowchart pattern.
Guide
Cover
Table of Contents
Title Page
Copyright
Begin Reading
Index
About the Author
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Instructional Design For Dummies®
Published by: John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, www.wiley.com
Copyright © 2024 by John Wiley & Sons, Inc., Hoboken, New Jersey
Published simultaneously in Canada.
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Introduction
Have you ever been to a class or workshop that was really great or one that was really bad? What made the class great or bad? These are the kinds of questions instructional design is meant to answer by offering a systematic process for creating effective instructional materials, courses, workshops, lessons, or technologies. As such, it offers you a way to develop innovative and effective instructional experiences that can be used to teach others in classrooms, online, or in hybrid (some in person and some online) formats. It can help you design instruction that is meant for learners to use independently on their own time and pace or together with other learners in groups.
Instructional design is also a profession, and you can find instructional designers working in corporations, higher education, museums, the military, and many other settings. It has broad applications to a variety of career paths. Although you can learn all of the skills to be a professional instructional designer by pursuing a college degree, there are some skills you can learn with the help of some practical tips and guidance. This book is designed to do exactly that — provide you with a practical guide to get you up and running quickly on some of the basics of instructional design.
About This Book
This book is written as a practical guide for anyone to discover instructional design and how to apply it in order to design more effective learning experiences. The book is structured systematically according to the different phases and activities of the instructional-design process. It uses examples and tips to help you understand and apply the instructional techniques.
The book is set up to accomplish the following:
It examines the entire instructional design process, from start to finish.
You read how to start a new instructional design project, including the early steps of analyzing what needs to be learned to the end of the process of evaluating if the instruction was successful.
It explains the five-phase instructional design process referred to as the ADDIE model.
ADDIE is an acronym that stands for:
A
nalyze
D
esign
D
evelop
I
mplement
E
valuate
It gives you practical steps for identifying and breaking down the knowledge and skills you want your learners to know.
It provides tips on how to deliver your instruction, such as deciding whether the instruction should be taught synchronously (at the same time) or asynchronously (at different times) and how to use technology to support learning.
It curates best practices and instructional design models that a new designer can pick up to apply quickly.
You can choose from a variety of examples to best suit your situation.
The book is designed with many examples, tips, checklists, and tables to help you ascertain what you want quickly. It is my hope that the book is easy to read and gives you a balance of explaining the principles underlying the practices as well as keeping it practical.
Foolish Assumptions
This book is not only for people who want to be instructional designers. Whether you are a professional in another field or a student thinking about pursuing an instructional design career, you can benefit from reading about instructional design.
I make the following assumptions about the kinds of people who may be interested in this book:
You may work as a professional outside of the field of education (for example, maybe you are an accountant or a construction worker) but have responsibilities or interests in teaching others about important skills in your job or field. Your job title is probably not instructional designer, but you are in the right place!
You may be brand new to learning about instructional design. Maybe you have heard of it but want to read more about what instructional designers do.
You may not be a professional instructional designer, but you have a passion for teaching others about the subjects that excite you. Maybe you create content on social media, podcasts, YouTube, or perhaps you give workshops for the public at a local library or botanical garden. You want to level up the strategies that you can use to create educational content and programming.
You may be a student studying instructional design and want another reference manual to help you simplify the detailed, complex material you are studying.
You may actually be an instructional designer practicing in the field but are interested in refreshing some of the basics or exploring new models you haven’t tried.
In sum, this book assumes that you may not have any background or experience in instructional design, but you are curious and passionate about education!
How This Book Is Organized
This book is structured similarly to most books on instructional design. It proceeds through the five phases of the ADDIE process, along with some cross-referencing across chapters where topics overlap. The cross references within the chapters help you jump quickly between chapters. Likewise, the table of contents details the main content of each chapter to quickly direct you to the information you need.
This book is arranged in five different parts:
Part 1
: Getting Started with Instructional Design.
This part of the book gives you an overview of the ADDIE instructional design model as well as telling you more about what instructional designers do. It also introduces some foundational principles about how people learn and the key factors to consider when designing instruction.
Part 2
: The Analysis Phase.
Analysis is the first activity of the instructional-design process and involves looking closely at the setting for instruction, your learners, the problem or need for the instruction, as well as the tasks that need to be learned. You read how to classify a task in terms of what needs to be learned and break down a task into subskills.
Part 3
: Designing Engaging and Effective Instruction.
Design is the heart of the instructional design process. This phase involves equal parts art and science as you specify the learning objectives (what is to be learned) and how to evaluate what has been learned. You also read about different instructional models to help you design and organize your activities to meet your learning goals.
Part 4
: Developing, Implementing, and Evaluating Instruction and Technology.
The fourth part covers how to make decisions about the actual creation and implementation of your instruction. It covers different types of technologies (print, video, audio, website, video conferencing, and so on) and their characteristics to determine the best choice for your instruction. It also presents important factors in developing your instructional materials as well as tips for a successful implementation and evaluation of your instruction.
Part 5
: The Part of Tens.
A distinguishing feature of the
For Dummies
series is the Part of Tens chapters. In this part, you read about ten best practices for creating engaging instruction, ten questions to ask about selecting technologies for your instruction, and ten ways to put your instructional design knowledge to work.
Appendix: Example Questions, Checklists, and Worksheets.
The Appendix gives you examples and structured worksheets to guide you in applying the concepts to your own setting.
Icons Used in This Book
Throughout the book, icons in the margins draw your attention to important information. Here are the icons you encounter in this book:
The Example icon highlights where practical examples are provided. The examples give you a concrete illustration of how the process is applied.
The Tip icon points to tips for applying the ideas in a step-by-step or guided process.
The Warning icon helps you avoid these pitfalls to ensure success when it comes to your instructional design projects.
The Remember icon makes you aware of content that is important to remember. It sometimes is used as a summary of the most important points.
Beyond the Book
In addition to the chapters in this book, you get access to freely accessible content at www.dummies.com. For example, to access this book’s online cheat sheet, just go to the Dummies.com website and type “Instructional Design for Dummies Cheat Sheet” into the site’s Search box.
Where to Go from Here
Ready to get the show on the road? I recommend you start by finding individual chapters you want to discover more about. I’ve written each chapter with cross references to other chapters in case you need to look up more background information. I also wrote each chapter to be as understandable as possible independently of the other chapters. Maybe you are curious about one or two chapters only, so you can use the Table of Contents or the Index to jump to the information you need.
Part 1
Getting Started with Instructional Design
IN THIS PART …
Get to know the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design model.
Uncover more about where you find instructional designers at work and what they do.
Discover the five essential foundations for designing effective learning experiences.
Determine how to align the different foundations of your instruction to select best practices.
Discover how different methods and models of instructional design help us to make sound instructional-design decisions.
Chapter 1
Introducing Instructional Design
IN THIS CHAPTER
Getting to know the instructional design process
Discovering what instructional designers do
Introducing the ADDIE model of instructional design
Recognizing different types of instructional design models
Do you want to create educational materials, lessons, or workshops? Instructional design offers you a process for developing instruction that is rooted in principles of how people learn. Chances are, you have experienced both successful and unsuccessful instruction at some point in your lifetime. Although there are likely a number of reasons for your unsuccessful experiences, poor instructional design is likely part of the cause. The benefit of instructional design is that it gives us a process to follow to create educational experiences that lead to more successful outcomes for learners.
This chapter gives you an overview of the instructional-design process and profession. You find out how to proceed with a design process that takes you through the early steps of analyzing the need for the instruction, designing goals and activities, creating and trying out the instructional materials, and evaluating whether the instruction was successful.
What is Instructional Design?
Instructional design is situated within the field of education because its primary focus is to help people learn. At its most basic level, instructional design is both a profession and a process for creating effective instructional experiences.
The field of instructional design is described as both an art and a science. Design itself is a creative act that draws on the imagination of a designer, teacher, and/or content expert. It is also a science because it is rooted in research and scholarship from several overlapping fields, such as the educational sciences, information sciences, and communications.
Instructional design is defined simply as a systematic process of planning and creating instructional materials, activities, and technologies that support learning. Professionals in instructional design work in a variety of settings such as corporate organizations, higher education, or other educational spaces such as museums or libraries.
Instructional design as a field is also commonly referred to using different labels that reflect slight differences in focus:
Instructional design
Instructional technology
Educational technology
Learning design
Learning technology
Learning experience design
Training design
Curriculum development
Although the previous labels are slightly different from each other, each of them has a common focus on both education and design.
This book uses the term “instructional design” as it has the broadest application and is a longstanding term used to describe the field. Due to advances in technologies that make them easier to use, create content, and connect learners virtually, instructional technology has become more of a central focus to the work of instructional designers.
Here are a few examples of instructional design:
Designing training programs for new employees to introduce company policies, regulations, compliance, or job practices
Professional development workshops for employees to learn new skills
Educational workshops for families visiting a library or museum
Patient education about disease management
Military training for equipment operation
Video instruction on how to use new technology
Online instruction for students taking college classes from a distance
Exercise videos with demonstrations
These are just a small number of examples that illustrates the range of use of instruction for learning across multiple settings. In the next few sections, I explore what it is like to be an instructional designer as well as the benefits of using instructional design.
Knowing what is involved in the instructional design process
Instructional design uses a systematic process for designing instruction, which means that it uses research and theory on how people learn to help you plan effective instructional materials, activities, and assessments. As a systematic process, it translates principles of teaching and learning into structured, organized procedures that an instructional designer follows to determine the purpose of the instruction, what should be taught, how it should be taught, and if learning has occurred. Each step involves a series of planned actions that an instructional designer follows to achieve a particular instructional goal.
What are some of the different elements of the instructional design process?
The instructional setting.
A key part of the instructional design process is analyzing the context and need for the instruction. This typically involves figuring out what problems exist and clarifying if instruction is the best solution. For instance, a company can have a performance problem, such as excessive error rates from technicians, or an organization is introducing a new technology that requires employees to be trained to use it. Instruction is a good solution for problems that involve a need for new knowledge, skills, attitudes, or practices. Having a clear understanding of the organizational context, resources, and constraints is essential for all phases of the design process.
The learners.
The instructional design process hinges on understanding who the learners are, their motivations, what knowledge and skills they already have, as well as any accessibility considerations. Instruction is more likely to be effective when you seek information about your learners and tie your instructional goals and activities to your analyses of both the learners and the instructional context.
The type of instructional goal.
Instructional goals are classified into different types, ranging from remembering facts to creating new ideas and innovations. The instructional goal drives decisions about what types of activities and content to use in the instruction. It should also be aligned with the organizational context and need for the instruction.
Technologies and materials for delivering the instruction.
Instruction is delivered to learners using a specific approach — such as an instructor leading a training session in a classroom or as part of an online webinar, or learners working with videos and/or print-based materials. Our selection of materials and technologies is tied to our learning goals, characteristics of the technology, and the logistical resources and constraints of the instructional setting. Making decisions about using a specific technology needs to be considered in concert with all other instructional elements.
Instructors and subject-matter experts (SMEs).
Another critical part of the instructional design process is the instructor or subject-matter expert.
Instructors
are the experts who are responsible for teaching the instruction, either in the classroom or online. They have direct interaction with the learners during the instruction. Subject-matter experts (or SMEs) have expertise in the content of the instruction, but they may or may not be instructors of the course. SMEs work with an instructional designer to determine what ideal performance looks like and to develop the content of the instruction.
Recognizing the benefits of instructional design
Instructional design offers a variety of benefits to both learners and stakeholders who are involved in the instructional process. You can see the importance of instructional design in the following outcomes:
Learning effectiveness.
One of the most important benefits of instructional design is that it provides a structure for you to develop instruction that helps your learners accomplish what they need to learn. The instructional design process focuses at the outset on what the learner will be able to do after the instruction ends. By first aligning goals and outcomes and then designing instruction to line up with these goals and outcomes, you can determine if the instruction’s objectives were achieved. The instructional design process provides a framework to help you choose the most effective strategies and technologies to meet your goals.
Potential cost savings.
Although instructional design can have upfront costs in personnel and technology to design, develop, and deliver instruction, its potential payoff lies in the benefits of having effectively trained learners. This payoff can result in an increase in productivity, a decrease in errors, or an increase in customer satisfaction. Having well-designed instruction may also produce intangible benefits such as employee satisfaction due to an organization’s commitment to high quality professional development and career advancement. It can also spark new interests as well as a commitment to lifelong learning.
Consistency and reliability.
Instructional design is based on a systematic process that leads to the development of instruction tied to specific goals and objectives. After the instruction is designed, it can be used again on multiple occasions with different learners, with the reassurance that learners will experience a consistent instructional product. For instance, an instructional video created to teach learners how to use a new software program can be deployed over and over with multiple learners using the same well-designed instructional materials.
Team oriented.
Whereas instructional designers do sometimes work on their own as the sole content expert and instructional designer on a project, instructional design is often a team effort. The steps involved in the design process usually direct instructional designers to collaborate with multiple individuals such as a design team, learners, clients, or stakeholders. This process is beneficial because it helps ensure that the instruction being designed is aligned with the overall goals and needs of the organization and learners. (As an added benefit, it draws on multiple areas of expertise, ensuring that multiple perspectives are incorporated into the final design.)
Continuous improvement.
Another advantage of the instructional design process is that it helps a designer assess whether learning has occurred and if the objectives of the instruction have been met. By measuring the learning outcomes at the end of the instruction, a designer can revise the instruction and continue improving upon it by focusing on those areas where it is not working as well as anticipated. In this way, the instructional design process is cyclical and leads to continual improvement of the instruction after each implementation.
Expertise in learning and design.
The instructional design process moves a designer beyond content presentation to the creation of activities and strategies that support deeper learner engagement. In the age of AI, anyone can produce content and put it into a slide deck, a document, or a website. However, instructional designers have expertise in how people learn as well as how to design instructional activities that lead to learning. Knowing how to design effective and motivating activities that support active (versus passive) learning is a needed skillset in today’s instructional settings.
Looking at the Life of an Instructional Designer
Instructional design is both a process for creating effective learning experiences as well as a rapidly growing profession. Instructional designers work in a variety of settings such as designing training for corporations to designing eLearning (online) courses for college students in higher education. These are just a few examples of the kinds of work that instructional designers do.
The following sections describe the life of an instructional designer, including where they typically work, what type of work they do, and how you can get started in a career in instructional design.
Where you find instructional designers
You find instructional designers at work in many different types of settings, and in fact, instructional designers don’t follow one specific career path. Some may think about a career in education as only happening in schools, but there are many professional opportunities for instructional designers in educational settings outside of school settings. You can find these opportunities in any setting where the focus is on education, teaching, or learning!
Table 1-1 provides a summary of different settings where you may find instructional designers at work, along with a description of the type of work they do. Because the field of instructional design is very broad, the roles of an instructional designer also vary by career setting. (See Chapter 14 for more information.) The description in the table provides a few insights into some typical tasks undertaken by instructional designers in those settings.
TABLE 1-1 Types of Settings Where Instructional Designers Work
Setting
Description
Business and Industry
The private sector is one of the largest employers of instructional designers.
Industries that hire instructional designers include banking, insurance, hospitality, automobile manufacturing, among many others.
Instructional designers often work on teams with subject-matter experts, technology specialists, or project managers to design instruction for employees of the company. Examples include onboarding instruction, on-the-job training programs, or compliance training.
Private Consulting
You find instructional designers in private consulting companies or within a firm of other consultants.
Unlike instructional designers employed by a specific business to design instruction for the company in-house, consultants are hired externally by a company to design instruction for them. The work instructional design consultants perform is similar to those who work in business and industry. (See the previous description.)
Higher Education
A growing sector for instructional design careers is higher education, specifically colleges and universities.
With the growth in online distance learning, universities are offering degree programs and courses that are fully online to students who do not attend the university campus. Instructional designers often work with faculty to translate their classroom instruction into an online class. Typical tasks include creating online content, activities, and media for delivery via a learning management system (LMS).
Instructional designers in higher education also work with units and faculty to design innovative classroom-based instruction for students on campus, including educational technologies, simulations, or games. They also work to support the training and professional development needs of all employees across the broader university system.
Informal Education or Non-profits
You find instructional designers in organizations that provide public educational programming. Examples include museums, libraries, historical sites, or nature centers.
Instructional design in these settings includes exhibit design, self-guided tours (audio or text), or workshops.
Military
Instructional designers have careers in government and military organizations to design training for military personnel.
Training in the military often uses advanced and emerging technologies such as virtual reality and simulations.
Medical and Health
Instructional designers work in the medical and health care sector to design medical education for health care workers, medical students, and/or patients. This work also includes related health care organizations such as pharmaceutical companies or nonprofit organizations focused on public health education.
The job of an instructional designer
As shown in the previous section, the job of an instructional designer varies somewhat based on career setting (business versus higher education, for example) and size of an organization. However, most instructional designers share a common skillset of design practices — practices I describe in more detail over the course of this book. Table 1-2 provides an overview of common skills and tasks that are conducted by instructional designers.
TABLE 1-2 Job Skills of an Instructional Designer
Category
Description
Communication and Collaboration
Instructional designers must be good communicators and collaborators. The job of an instructional designer often involves working collaboratively on a design team with others to create the instruction. Designers use written and oral communication skills to convey the need for instruction as well as to document the knowledge, skills, and content that need to be learned.
Instructional designers communicate with subject-matter experts (SMEs) around complex material that is often outside of their own area of expertise. Designers work with SMEs to identify key aspects of learners’ performance that may be lacking as well as content and skills that need to be learned.
In some settings, instructional designers may need to collaborate with technical experts or creative artists such as programmers, multimedia specialists, or graphic artists. Together, they develop the technical assets for the instruction such as websites, videos, graphical images, games, simulations, and so on.
Analysis and Design
An instructional designer has strong analytical and design skills. They analyze a performance problem to determine root causes and identify possible instructional solutions. They work with SMEs to analyze the tasks needed for successful performance, and to translate those into goals and objectives.
Instructional designers use their design skills to create effective and appealing instructional activities and assessments based on the objectives.
They also use analysis and design skills to select an appropriate technology to deliver the instruction or use their design skills to convert classroom-based instruction into online instruction.
Technology Production Skills
Do instructional designers need to have strong technology skills? The answer may depend on the work setting and if you have a team that includes technology specialists. However, many instructional designers have at least some experience in technology production such as:
Designing online courses for delivery through a Learning Management System (LMS) such as Blackboard, Moodle, or Canvas.
Using authoring tools such as Adobe Captivate or Articulate 360 (Rise and Storyline) to develop instruction that is delivered online or via a mobile device.
Graphics and audio/video production and editing skills.
Project Management
Instructional designers typically manage multiple instructional design projects at different phases. This requires strong project management skills, especially when multiple design teams are involved. Sometimes a designer is starting a new design project at the analysis stage and at the same time working on revisions to another course. Designers need to effectively manage the demands of different instructional projects at different phases of design.
Considering a career as an instructional designer
At the time of this book’s publication, the employment website Indeed (www.indeed.com) listed over 9,000 jobs after entering “Instructional Design” as a keyword. This search suggests that instructional design is an active and growing profession. In fact, according to the Bureau of Labor Statistics, jobs in Instructional Design are expected to increase 11 percent during the 10-year period between 2016 and 2026. Data from 2017 shows that the median salary of instructional designers was $63,750.
Here are a few tips to get started in the instructional design field. One path is to opt for an education program offered by a college or university. Several universities offer bachelor’s degrees, master’s degrees, certificates, or minors in instructional design. In fact, many graduate programs focusing on instructional design are offered online from some of the top accredited universities. Following a formal educational path, you can pursue a degree in instructional design and receive training and experience (possibly an internship) while you pursue the degree. Sometimes the name of the degree may be called “instructional technology” or “learning, design, and technology” or “learning sciences and technology.” The advantage of taking this path to a career in instructional design is that you get to take advantage of the networking, alumni, and partnerships set up through the academic program.
Another path to a career in instructional design is more indirect but is quite common. A lot of instructional designers enter the field through a career change. Although they may have started out as a professional in one field outside of education, they eventually pursue an opportunity to teach or train others, often within their existing company. Others may stumble into the job without any formal educational training in instructional design but a passion for the field or for teaching. Regardless of the specific pathway, instructional designers following a more indirect path are often responsible for their own professional development in the instructional design field.
I teach many graduate students in my faculty job at Penn State who fall into this category — that is, they have been doing instructional design work in their jobs but were not trained as instructional designers. They have a lot of instructional design experience and enthusiasm, and they come to our program to learn more about learning design and technology skills. I find they quickly grasp new ideas to apply to their work.
Being an instructional designer requires continual development and refinement of skills as the field advances. Fortunately, there are well-designed short-courses available online or through universities to update your skillset. Also, you can find professional associations and online networks of instructional designers who can help connect you with professional development opportunities. A few organizations and their websites are listed below:
Association for Educational Communications and Technology (AECT):
https://aect.org
Association for Talent Development (ATD):
https://www.td.org
Overview of the Instructional Design Process: The ADDIE Model
The first step to understanding instructional design is to become familiar with some of the basics. In the planning stages for this book, I decided that the best way to help you get familiar with the basics is to structure the major parts of this book around one well-known, 5-phase design process known as the ADDIE model. Using the first letter of each phase, ADDIE is an acronym that stands for Analyze, Design, Develop, Implement, and Evaluate.
ADDIE is an overarching design framework that provides a common process for designing instruction for any instructional design goal. Although the parts of this book proceed sequentially, starting with “Analysis” and ending with “Evaluation,” the five phases in practice are highly interconnected, flexible, and iterative.
As shown in Figure 1-1, design activities and decisions from one phase of the design process influence the activities and decisions at the other phases. The five phases follow a general sequence that starts with analysis, then design, development, implementation, and evaluation. But, during the analysis phase, for instance, a designer also begins to think about considerations for the development, implementation, and evaluation of the instruction. Likewise, during the implementation phase, designers revisit the assumptions and constraints identified during the analysis phase. All phases of ADDIE work together to achieve the instructional objectives. By continually going back and forth between the different phases of the model at different points in the design process, your instruction continually improves as it becomes more informed by the other phases of ADDIE.
FIGURE 1-1: The ADDIE Instructional Design Process.
What’s most important to remember about the ADDIE model is that it is iterative and that you make design decisions that are in alignment across each of the five phases of the process.
In the following sections, I provide an overview of activities that are performed at each phase of the ADDIE model. Each of these phases is broken out in more detail in the other chapters of this book.
The Analysis phase: Deciding what the needs are for instruction
In the first phase of the ADDIE process (Analysis), you analyze the setting, learners, and need for the instruction. When analyzing your context for the instruction, you typically work with subject-matter experts (SMEs) and other stakeholders to clarify the problem that is creating the need for the instruction and outline possible solutions. Designing instruction is a good solution if your learners need to learn new knowledge, skills, or attitudes.
This type of analysis is often called a “needs analysis” or “gap analysis,” where you clarify the problem and potential solutions. After you have identified that instruction is a viable solution to the problem, your next step is to examine the tasks, knowledge, and skills that are to be learned during the instruction, also referred to as a “task analysis.” Typically a subject-matter expert (SME) breaks down the tasks, knowledge, and skills needed for effective performance, but the process is facilitated by an instructional designer.
All phases of ADDIE build upon the work of the Analysis phase. During the Analysis phase, you may be conducting the following types of activities:
Identifying organizational needs and values (sales targets, strategic plans, quarterly reports, number of patrons) that inform the need for the instruction.
Learning about the context where the instruction is to be implemented, such as resources, infrastructures, policies, support systems, or logistics.
Conducting a needs analysis by identifying optimal performance, actual performance, possible causes, and initial solutions.
Conducting a learner analysis to understand their characteristics, motivations, accessibility needs, or barriers to access.
Collecting data to inform your analyses by using interviews, focus groups, or surveys.
Classifying the type of learning goals that the instruction entails by using a framework such as Bloom’s Taxonomy. (For more on Bloom’s Taxonomy, see
Chapter 4
.)
Performing a task analysis to break down the overall goal into the major tasks that need to be learned as well as any subtasks, knowledge, or skills needed to perform the major tasks.
The output of the Analysis phase are reports that document the most essential information related to the learner analysis, needs analysis, context analysis, and task analyses. You then share these with the stakeholders involved in the project to make sure everyone is on the same page before moving to the design phase.
The Design phase: Figuring out what the learners need to know and how to learn it
The Analysis phase of the ADDIE model is followed by the Design phase. This part of the instructional-design process is where you use the results of your analyses to begin outlining the content, activities, and any assessments that are to be included the instruction.
Here are a few key tasks that take place during the Design phase:
Based on your task analyses, write clear statements of learning objectives for each task and subtask. Use action verbs from Bloom’s Taxonomy for each objective that aligns with the level of learning that you need to support (remembering versus evaluating, for example). Objectives guide the design of your instructional content and activities as well as the criteria for evaluating if it was successful.
Create assessment items that match your instructional objectives. In practice, you develop your objectives and assessments at the same time to make sure they are aligned.
Choose what type of instructional design model or methods you want to use to create the activities for your instruction. Design models guide us to determine how the objectives are learned. Some design models focus on how to effectively present information and practice on specific skills to be learned. Other types of models are more open-ended.
Be sure to share your objectives, assessments, and plans for instructional activities with all stakeholders. These documents are useful for all members of the design team as well as anyone who is helping with the technical production or development of the instruction (programmers, graphic artists, and so on). This time is good to get more feedback before investing in development.
The Development phase: Hammering out the details
The third phase of the ADDIE model is the Development phase. This phase is a very exciting part of the instructional-design process because your instruction soon comes to life! The Development phase uses the information from Analysis and Design phases to make decisions about the actual creation of the instructional materials. You may be the person who is both designing and developing the instruction, or you may be part of a development team of programmers, graphic artists, or video production specialists. The result of the development phase is an instructional product (an instructional website, a video, a print manual, or presentation slides, for example) that is ready to be delivered by an instructor or on its own to learners.
Here are some common tasks that you may need to do during the development phase:
Analyze different options and formats for delivering the instruction to learners. Should the instruction take place synchronously (at the same time) or asynchronously (at the learners’ own time and pace) or as a hybrid? Will it take place in a classroom or virtually (online)? These decisions impact the technologies you select for the instruction.
Examine different types of technologies (print, video, audio, website, video conferencing, and so on) and their characteristics to determine how they may enhance the learning of your instructional objectives. Some technologies, for instance, support collaboration better than others. If collaboration is important to your design goals, then you want to narrow down the focus on technologies that promote collaboration.
Create instructor manuals, learner guides, media, or other digital materials (presentation slides, for example).
Ensure that multimedia instructional materials are accessible for diverse learners and reflect effective multimedia design principles.
Develop scripts, storyboards, or flowcharts to communicate the flow of the instruction for programmers or other development team members.
This section finishes with some examples of a few instructional development activities:
Creating a lesson plan for a corporate training session, including handouts, printed case studies, and presentation slides.
Creating a hybrid or flipped classroom, where some instructional activities take place in a classroom at the same time and some parts asynchronously online. For the online instructional elements, you create video lectures, content pages, or discussion boards with a Learning Management System (LMS).
Developing a printed manual for learners with step-by-step instructions for them to follow on the job.
Recording an audio tour for visitors to a museum.
The Implementation phase: Rolling out the instruction
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