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Domain
of Instructional Design
Instructional design refers to Instructional Technology’s planning
function, and the application of such planning to the entire range
of system activities, including program maintenance and evaluation. Consequently,
the domain's knowledge base is complex and includes a vast array of procedural
models, conceptual models, and theories (Richey, 1993).
The domain of Instructional Design is the process of specifying conditions
of learning. It is the major planning stage for instruction, and the most
critical in the overall success of the process and the product. It is
an iterative process that requires ongoing evaluation and feedback. Although
there are several different models of instructional design, several elements
are common to all of them, and they include: defining objectives, determining
content (and the sequence and structure of the content), and determining
the instructional strategies and methods for presenting the material while
always emphasizing evaluation and feedback throughout the process.
The purpose of design is to plan strategies at the macro level, such as
program and curricula, and at the micro level, such as
lessons and modules. The domain of instructional design is comprised of
four major sub-areas of theory and practice: instructional systems design,
message design (technological applications), instructional strategies,
and learner characteristics. The four sub- areas shape the nature of design
practice in a wide variety of settings, and broadly define instructional
design activity on both the macro and micro levels. They provide direction
for instructional projects. They also provide a means by which instruction
can be applied to various instructional methodologies, media, types of
learners and range of learning tasks (Richey, 1993). Attention to these
four areas of the domain of instructional design provides the designer
with the components necessary to identify the appropriate learning environment,
the prospective learner’s characteristics, and the learning tasks.
Let’s examine the four major areas of emphasis assist in making
the process of instructional design become apparent.
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