Instructional Design and Materials Development

Instructional design is a set of methods and practices for creating learning experiences
that make the acquisition of new knowledge and skills as effective, efficient and enjoyable
for learners as possible. A well-designed curriculum is critical to the success of any
educational endeavor, but accomplishing the most in the least amount of resources may
be especially pertinent in the developing country setting. The classic model for
instructional design is “ADDIE”:

Analyze: The “instructional problem” is defined and learning objectives and goals are
determined; these are based on both learning needs/performance gaps (based on an
assessment of the current situation) and available resources

Design: A strategic “blueprint” of the materials and methods needed to achieve the
learning objectives and goals is created.

Develop: Content based on the design blueprint is created and assembled into an
instructional package or curriculum, which is then reviewed and revised based on
feedback received.

Implement: This phase encompasses procedures that prepare facilitators to conduct and
learners to participate in the learning event, as well as actions that support carrying out
the activities and assessments as intended. The implementation phase is also the
beginning of evaluating the overall efficacy curriculum.

Evaluate: There are two kinds of evaluation. Formative evaluation aims to improve the
quality of instruction—for example through informal observations of learner performance
or pilot-testing. Summative evaluation helps verify the effectiveness of the instruction,
through means such as a final knowledge assessment of learners or a review of service
statistics or on the job changes in practice.

Key characteristics of good instructional design are that it:

Responds to actual learning needs of the target group as identified in a needs assessment

Only provides “need to know” (rather than nonessential or “nice to know”) guidance

Is cyclical – often during the process, for example, the facilitator may need to go back and
revise objectives or activities based on observations of learner performance

Focuses on desired learner performance based on gaps identified in a needs assessment

Incorporating the instructional design methods and practices, materials

development focuses on the “development” phase of ADDIE. In materials development,
the following activities take place:
Determine Course Context

Describe the general context of the desired technical content course (intended learners,
the expectations of their jobs).

In simulation, conduct a basic audience analysis, and identify relevant:

Learner characteristics

Training context/workplace context

Learner experience (years on the job, general competencies, reading/writing level and
language used, use of computers and other technology

Write Learning Objectives

Using identified learning needs, write learning objectives that are specific, measurable,
and attainable and include the desired performance, conditions of performance and the
criteria for assessing the performance.

Given a sample from a skills-course, sequence the learning objectives consistent with the
guidance presented in the reference manual.

For a given set of learning objectives, identify the prerequisite skills and knowledge that
you will not teach but which participants must have mastered to be successful in reaching
the objectives.

Select and Develop Assessments

Based on identified learning needs, describe options for assessment methods consistent
with the guidance provided in the reference manual, including the appropriateness,
advantages and limitations of each.

Presented with a range of samples, critique and improve questions consistent with the
criteria provided in the reference manual.

Given learning objectives, create test items to measure achievement of the learning
objectives.

Given learning objectives, construct checklists to measure competency of

communication, psychomotor or clinical decision-making skills.

Select and Develop Learning Activities

Given specific learning objectives, select and develop realistic and relevant learning
activities and exercises that engage learners in purposeful learning and help them:
Master the learning objectives

Successfully complete the learning assessments

Apply what they’ve learned on the job

Using identified learning activities, organize the learning activities to support increasing
mastery of objectives.

Based on the identified learning activities, select engaging and appropriate teaching
methods to help learners accomplish the learning objectives.

In a case study, distinguish content that directly supports successful completion of the
learning activities from content that is not relevant.

Using identified learning objectives, create session plans that address the nine events of
instruction.

Based on the identified course/learning context, learner characteristics and identified

learning activities, select appropriate mode(s) for delivery of instruction.

INSTRUCTIONAL DESIGN MODELS

Instructional design models are used to explain the process used to design and
develop instructions. There are several models that can be used in different settings; the
following are some of the most popular ones.
ADDIE Model

ADDIE is a five-stage process that provides guidelines to create effective training

material. It stands for Analyze, Design, Develop, Implement, and Evaluate.

Analyze: In this step, the situation is analyzed to understand the goals and objectives for
the learning material, requirements, needs, skills and knowledge of the learners.

Design: Identify the learning objectives such as the knowledge you want the learners to
gain and the learning outcomes.

Develop: Identify how you can help the students get to the objectives you identified
earlier and develop the instructional strategies accordingly.

Implementation: Implement the strategies by trying out your training programs with
students.

Evaluate: Evaluate and measure the success of the training material you have designed
and delivered. Note what needs to be changed.

Merrill’s Principles of Instruction

This is a task-centered approach that focuses on different ways learning can be
facilitated. According to this instructional design model, there are four phases of learning;

Activation: Learning material should activate the knowledge the learner already has on
the subject matter. This helps them use it as a foundation to digest new knowledge.

Demonstration: The trainer/ teacher should demonstrate the knowledge through

techniques such as video demos, infographics, etc.

Application: Learners should be allowed to apply the knowledge they have gathered on
their own to solve problems.

Integration: Learners should be encouraged to integrate new knowledge into their life
and use it to solve problems.

Gagne’s Nine Events of Instructions

Gagne’s nine event instructions is a systematic instructional design process that
addresses the different conditions of learning. The nine steps of the process are

Gain the attention of the students through stimuli such as a surprise, thought-provoking
question, etc.

Inform the students of the objectives or outcomes of the lesson before the instructions
are given.

Stimulate recall of prior learning by asking questions about the experience from the past.
By relating to this past knowledge, they can easily make sense of new knowledge.

Present the content to the learners in a way that is easy to comprehend

Provide learning guidance with tutorials, case studies, examples, infographics, etc.

Elicit performance by helping them internalize new knowledge through activities that
encourage them to recall and use that knowledge.
Provide feedback on the performance of students to facilitate learning.

Assess performance by testing whether the expected outcomes have been achieved.

Enhance retention and transfer to the job. Help students internalize new knowledge with
techniques like concept maps, summarizing, job aids, etc.

Bloom’s Taxonomy

Bloom’s taxonomy classifies the different skills and objectives the educators set for their
students.

While in 1956 Benjamin Bloom created this classification system to organize the different
levels of cognitive learning, it was later modified by Anderson and Krathwohl. Thus it
came to be known as the Revised Taxonomy.

Dick and Carey Model

This model focuses on the interrelationship between context, content, instruction, and
learning. The components of the Dick and Carey model are as follows;

Dick and Carey Model (Click on the template to edit it online)

Kemp Design Model

Kemp Design Model (Click on the template to edit it online)

The Kemp design model which has a nonlinear structure or a circular structure conveys
that the design process is a continuous cycle, therefore, it needs constant planning,
design, and evaluation to ensure quality instruction.

This model includes 9 elements

Identify learning goals and instructional problems or obstacles that may hinder them
Research the audience to identify learner’s characteristics that you can use to create
more relevant course material

Identify the relevant subject content and analyze tasks to see whether they align with the
defined goals

Clarify the instructional objectives to the learners and how they will benefit from the
instructional programs

Make sure the content for each instructional unit is structured sequentially and logically
to facilitate learning

Design instructional strategies in such a way that will help learners to master the content
and learning outcomes

Plan the instructional message and the mode of delivery

Develop evaluation instruments to evaluate the progress of the learners towards

achieving the objectives

Select resources that will provide support for both teaching and learning activities

Action Mapping by Cathy Moore

Action mapping by Cathy Moore takes a visual approach to instructional design and is
popularly used in the context of business. It’s a process that helps avoid information
dumps and create more activity-centered training.

Action Mapping by Cathy Moore (Click on the template to edit it online)

Add to the List of Instructional Design Models?

You can use the instructional design models discussed above to create an instructional
environment and educational material that will guide learners to achieve their learning/
training objectives easily.

If you are aware of other popular instructional design models, let us know in the comment
section below.

https://creately.com/blog/diagrams/instructional-design-models-process/

IDENTIFYING AND EVALUATING INSTRUCTIONAL MATERIALS

Continuing with the backward design approach, once you have your outcomes and the
assignments you’ll use to assess those outcomes, you then need to look at the
instructional materials you’re providing your students to help them successfully complete
your assignments. You may already have some of your materials identified such as
textbooks, other books, articles, or online publisher materials/digital learning tools.

As you put together your instructional materials, if you’re gathering materials that were
not created by you or by the publisher of a text that your students have purchased, you
should always verify the use and attribution requirements for those materials.

Evaluation Criteria

As you evaluate instructional materials, the first things you normally consider are

is it accurate?

is it relevant? (Does it provide information that students need to complete your

assignment?)

is it understandable? (Is it at a level appropriate to your student’s current understanding

of the topic or concept?)

When evaluating instructional materials consider the extent to which each

is interesting, approachable, and engaging. This isn’t about materials being
“entertaining.” It’s about whether it can spark curiosity and promote deeper thinking about
the content. The more engaged students are with the materials you provide for learning,
the more they will learn. To encourage engagement it is helpful to include a variety of
types of materials in addition to text such as images, charts, diagrams, audio, video, or
interactive activities. When you providing more than one way of learning a thing, it’s more
likely learners will find something that will engage them and help them learn. Universal
Design for Learning (UDL) offers a robust framework for thinking about multiple means of
representation as well as multiple means of expression and action.

There are some specific things to look for in both text and video materials that can
increase the potential for engagement.