Comparative reflection on best known instructional design models: notes from the field

Abstract

Instructional design is a systematic, reflective process in which instructional principles are applied into teaching and learning plans via the differentiation of materials, activities, resources and evaluation (Smith & Ragan, 2004; Morrison, Ross & Kemp, 2001). In this systematic process, instructional design tasks include analysis of knowledge and skills, of concepts, and the design of the learning environment with evaluation of learning outcomes. An instructional design model provides information regarding how to develop instructive programs in line with appropriate learning theories and prescribes how to teach content effectively (Dijkstra, 1997, 2001). Instructional design (ID), in other words, helps instructors or teachers visualize the instructional problems they will likely encounter during the education experience by breaking down learning occasions into discrete and practicable units so that instructors and teachers can analyse and adapt instruction systematically. In addition, the instructional design process requires that designers know and inquire about theories of learning, systematic analysis of learners, management techniques, and the ability to use information technology efficiently.