Domain of Design

Instructional design is a process of solving instructional problems by determining the conditions for learning (Seels and Glasgow, 1998). This domain is critical to the field of instructional technology because it is based on systematic decisions. These decisions shape the course of actions that must be taken in each of the other four domains. During the instructional design phase, an instructional designer analyzes the problem, identifies needs, defines goals, and determines instructional and assessment strategies that are most appropriate for each situation.

The instructional design process concentrates on four major categories: instructional systems design, message design, instructional strategies, and learner characteristics.

Instructional Systems Design

One way to understand Instructional Systems Design is to define the three terms separately. Instruction is a planned process. It is intended to facilitate learning. Instruction has definite goals and includes many components that must work together in order to reach the goals. Systems are smaller parts of an organization with components that are interrelated to one another. If a component of a system is changes, the others are affected. Design can be considered the process of creating new solutions to a problem. An instructional designer can use a planned, organized process to offer solutions for that problem. This is a systematic process known as the Instructional Systems Design.

Analysis is one of two major processes of instructional design. Instructional designers conduct assessments of performance to reveal the optimal performance or desired goals of the system. The needs assessment reveal the actual performance that exists within the system and the gap between what is actual and what is optimal. The learner analysis identifies entry behaviors of learners, and environmental and learning performance conditions. To be thorough, instructional designers gather information about the feelings, attitudes, and motivation of the persons involved. They identify possible causes of problems, and gather solutions from different perspectives (Rossett, 1987).

Based on the results of the analysis, an instructional designer will make decisions about the second major process of instructional design. The purpose of the design process is to identify goals and objectives for solutions. Once the learning outcomes are decided, the instructional designer must use instructional theories such as Bloom’s taxonomy of learning to determine instructional strategies and assessment strategies that will promote learning. The instructional theories provide guidelines that make instruction more effective.

Instructional designers may use the ADDIE model (analysis, design, development, implementation, and evaluation) to achieve a comprehensive approach to instructional systems design. It is a generic model that helps a designer to make decisions. These decisions will be the driving force for the remainder of the development process. There are sets of “driving questions” that an instructional designer must ask during each phase of the ADDIE model. The answers to each question determine the next course of action to take within the instructional design process, (Seels & Glasgow, 1998).

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Table 1 – The “Driving” Questions in the ADDIE Model (Seels and Glasgow, 1998).

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As situations may vary, an instructional designer can use a more specific model that is more suitable for the problem. Two commonly used models for instructional design are the Dick and Carey (2001) and Seels and Glasgow (1998) Instructional Systems Design Models. The Dick and Carey Model is systematic, and is influenced by the ADDIE model. Instructional designers often turn to the Dick and Carey model, to address problems with skills and knowledge.

Message Design

Message design is how information is presented to the learners. It is the physical presentation of learning materials. The message design enables the learner to clearly receive the message of instruction. The designer makes decisions about what media and delivery methods to use based on what is found out during the analysis of the learner. Learner characteristics and prior experiences impact the process of learning (AECT, 2001). An effective message design is going to be based on what the instructional designer knows about learner characteristics and the types of tasks the learners must accomplish.

Instructional Strategies

Instructional strategies are the teaching methods that are designed in order to reach the goals and objectives of the lesson or curriculum. There are different instructional theories that designers use to decide on what instructional strategies to use. The instructional theory prescribes methods for each type of learning and when the methods should be used (Reigeluth, 1987). Various instructional design models include Hannafin’s Open Learning Environment, Gardner’s Multiple Intelligences, and Mayer’s SOI (Selecting, Organizing, Integrating) Model for Constructivist Learning.

Learner Characteristics

Based on what the learner’s characteristics and interests may be, decisions can be made as to how best to design and deliver instruction. An instructional designer must do a thorough analysis of what the learners already know before instruction begins. Information must be gathered about the individual’s learning styles, experience, attitudes, and motivation. Some designers will ask learners to take tests that will provide more information about learner’s multiple intelligences. Howard Gardner’s Multiple Intelligences help explain a learner’s intellectual ability. To find out this information, instructional designers often conduct face-to-face interviews, focus groups, and written surveys. In addition, learners may be asked to take a test to determine their learning style or dominant intelligence.

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