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Instructional Design -
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What does an Instruction Designer Do?
       A teacher who dumps content into a PowerPoint slide presentation is not an instructional designer. Any Subject Matter Expert can compose the text and import it into the software to use in a lecture setting where the students are passive recipients of the content.

      The role of an Instructional Designer (ID) is to add bring a creative perspective to the process of learning. The goal is to discover who the audience is and what they want to learn from the presentation. The designer brings to the table ideas on how keep their attention focused on the information by presenting it in such a way that help them learn, retain, and apply the knowledge to their individual needs. The ID is constantly looking for new and engaging activities to make the learning responsive and applicable to real life skills.

Instructional Goals
       The goals of every designer is to engage the learner and facilitate the presentor/faculty member being comfortable with their knowledgeable about technological hardware and software. The designer should avoid promoting "technology" until the institution has the funds to purchase, train, and provide staff support to take advantage of developing and delivering subject matter to individuals and groups:
  • Introduce the use of computer technology and the benefits for the teacher and student.

  • Role playing - Students assume the role of a teacher/presenter and discuss how and why technologies can better facilitate teaching and learning. 

  • Mentoring peers provides individuals with an opportunity to share and collaborate on achieving improved teaching practices.

  • Demonstrate sharing experiences of staff and faculty members, who have designed, developed, and incorporated technology into their classes, use web based approaches to communicating information with students.

  • Encourage individual faculty, or staff members, representing a cross section of disciplines, to establish criteria on how to incorporate technologies into their classes, or work processes. 

  •  Share samples of faculty and students to create projects using specific technologies.

  • Discuss team approaches to developing subject matter enhances the process of designing instructional material.

  • Discuss the use of student collaboration to research a problem and devise a solution to solve or mitigate it.

How do we accomplish the goals of an ID?

  • Work with Subject Matter Experts to identify what students need to learn

  • Develop objectives

  • Ensure content matches those objectives

  • Revise and rewrite content to shape it for learning needs

  • Structure content and activities for student learning

  • Create media to support learning  (e.g., visual aids for face-to-face, various multimedia for e-learning and online)

  • Develop assessments (note that this does not only mean tests)

  • Adapt instructional materials created for one format to another format (usually this is adapting materials from face-to-face to e-learning)

Expected Outcomes of E-Learning Instructional Design Course   
       Upon completion of this course, students will be able to:   
  • Analyze and evaluate exemplary models of course design (blended and fully online) using case studies and actual courses.

  • Demonstrate skills as the designer of e-learning experiences and establish strategies for building a design team.

  • Understand how online students differ in their approaches to learning and the barriers that impede learning and adapt instruction to meet the diverse needs of students, including those with disabilities and exceptional abilities.

  • Apply instructional design theory and research, universal design, usability concepts, and analyze learning styles in the development of e-learning activities.

  • Integrate multimedia, learning objects, social networking concepts, and synchronous technologies in the design of course content and activities.

  • Design an e-learning unit/modules based on quality online course design principles using a learning management system.

Recommended Reading:

Modern Prescriptive Models Postmodern Phenomenological Models
Prescribed Methodologies
Cognitivist models
Behaviorist vs Cognitivist vs Constructivist
Behaviorist vs Constructivist
Behaviorist, Info Processing, Constructivist
Objectivism/Behaviorism Cognitivism/ Pragmatism Constructivism/Interpretivism


Rubric for Online Instruction This site is designed to answer the question being asked: What does a high quality professional online course look like?

Technology Corner - Web-Based Learning - Instructional Design Instructional Design for Online Courses. Illinois Online Network. Covers the Instructional development process,

Course and Lesson Plans:


The following internet links have been gleaned from personal communications
combined with information from public institutions and athletic organizations/
associations that have a web presence with information concerning team and
individual sports programs:

Instructional Design
PDF  Writing Objectives Instructional Design Models
Instructional Design Components
Student Learning Outcomes (SLOs)
Evaluating Learning Outcomes

All materials are copy protected. 
The limited use of the materials for education purposes is allowed providing
credit is given for the source of the materials.

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