Instructional Design

When most people think about instructional design, they often conjure up images of ISD models such the "ADDIE" process shown below.

 

Addie

 

The reality is that there are many models, processes, and schools of thought around how to best design instruction. In this course, we'll focus on one process that you can readily apply and adapt to not only projects in class but to ISD projects that you will undertake in the future. You will walk away armed with the knowledge, tools and experiences to design successful instruction in a variety of settings including K12, higher ed, government, corporate and non-profit.

 

This course also acknowledges the importance of learning theories to instructional design and the instructional methods that they provide. We will survey different theories and methods, when and where it might be appropriate to apply them, and how to blend them in a cohesive way.

 


“In the design of instructional products, a systematic process has proved much more effective than jumping right into producing learning materials.”

Ruth C. Clark



“We will learn no matter what! Learning is as natural as rest or play. With or without books, inspiring trainers or classrooms we will manage to learn. Educators can, however, make a difference in what people learn and how well they learn it. If we know why we are learning and if the reason fits our needs as we perceive them, we will learn quickly and deeply.”

Malcolm Knowles



"ISD is accused of being too slow and clumsy, of claiming to be a technology when it is not, of producing bad instruction, and of being out of touch with today’s training needs. Someone said, 'It is a bad craftsman that blames his tools.' It should be obvious to the thoughtful observer that the problem may be the implementation of ISD, not a systematic approach itself."

David M. Merrill



“Understanding alone may be insufficient."

John Sweller