5 Elements

of Instructional Design

Hilary R. Estey, MS

Table of Contents
PAGE
Instructional Systems Development (One Model)1
Design Step 1: Write the Program Objectives.3
Design Step 2: Select the Content 4
Design Step 3: Sequence the Objectives and Topics....5
Design Step 4: Select Methods and Media..6
Design Step 5: Evaluation Techniques.7

Instructional Systems Development

(One Model)
ANALYSIS

DESIGN

DEVELOPMENT

IMPLEMENTATION

EVALUATION

The arrows describe the relationship between the phases of Instructional Development.
Although there is a logical flow and sequence, the double arrows indicate necessary
feedback and overlap between the phases.
Well look at each phase individually.

ANALYSIS
In this phase the need for training is examined. The following decisions are made:

Needs Analysis

Whether training is really what the organization needs.

Goal Analysis

What the training will accomplish goals and objectives.

Population Analysis

Who makes up the audience? Education, experience and

language proficiency.

Resource Analysis

What resources are available? From subject matter experts

(SMEs), designers, and developers, to equipment such as
classrooms, A/V studios, simulators, computers, etc.
Funding is also considered and planned for.

Instructional Design: Five Elements

page 1

DESIGN
During the design phase the following tasks are accomplished:
1.
2.
3.
4.
5.

The objectives are written.

The content and topics to be covered are documented.
The sequence of the objectives and topics is decided.
Methods and media are identified.
The evaluation process is defined.

Once these items are thought through and written out, they become your Design Document.

DEVELOPMENT
Using the design document, program materials are designed and produced.
Examples:

Instructor guides.

Participant workbooks, job aids, reference materials.

Computer based programs, videos.

Visual media.

Simulations or test equipment.

IMPLEMENTATION
The program is carried out. Feedback from a pilot implementation is used in the evaluation
phase to continually improve the program.

EVALUATION
The two focuses of this phase are measurement and maintenance. Both the programs success
at teaching and the participants success at learning are evaluated against the program
objectives. Feedback from this phase is used to revise and refine the program.

Instructional Design: Five Elements

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Design Step 1
Write the Program Objectives

A program objective clearly and simply states what the learner will be able to do as a result
of participating in the program.

Effective objectives are measured and observable.

Avoid objectives that aim to improve an internal state of mind; for example to understand
or to know are not measurable or observable.

Use performance oriented objectives such as:
At the end of this training program, participants will be able to
 Use

 Explain

 Label

 Demonstrate

 Diagram

 Evaluate

 Inspect

 List

 Prepare

 Complete

 Assemble

 Organize

 Sell

 Analyze

 Conduct

Make sure to get the clients sign-off on objectives before proceeding

with the design.

Note: The client is the

one who contracted you
to do the work. This may
be an internal or external
client.

The objectives are the backbone of the program and the most crucial element of the design
phase. The decisions you make in selecting content, methods, media and evaluation are all
based on your objective statements.

Instructional Design: Five Elements

page 3

Design Step 2
Select the Content
There always seems to be much more information than there is time or the resources to teach it.
The wise designer sticks with the content that is required to meet the objective.

For each objective, develop a list of topics and subtopics.

Consult subject matter experts the people who perform the objectives well already.

Research existing documentation, job descriptions, performance evaluations, and
related training programs (both internally and those available externally).

Start with a think big approach. List everything that could possibly be relevant to the
objective.

Narrow the list by indicating which topics are essential and which are nice to know.

Include only those topics that are essential to the program objectives.

The nice to know can be provided in an appendix or other resource area.
Note: What, exactly, are you teaching?
Domains:

Cognitive: knowledge, skills

Affective: attitude, behavior

Psychomotor: performance of physical activities

Instructional Design: Five Elements

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Design Step 3
Sequence the Objectives and Topics
Sequencing alternatives include:

simple to complex

known to unknown

overview to detail

theoretical to practical

easy to difficult

order of performance

Factors to consider are:

THE AUDIENCE: experience, knowledge, learning style(s)

THE TASK OR OBJECTIVE: does step one have to be mastered before one can
learn step two?

THE FRAMEWORK: is it necessary to understand the purpose and function of a
system before learning its individual parts? Would it be easier to first learn the
how and then learn the why?

Examples
Known to unknown

Financial software training begins by making a comparison

to a checkbook and allows participants to become
comfortable by writing checks, and using the register to
balance their checking account. It then progresses to the
other functions of the software.

Easy to difficult

Piano lessons start by learning individual notes and playing

scales, and progress to reading music.

Frequent to less frequent

Cash register training begins with handling a cash payment,

then a credit card payment, and finally a payment by check.

Problem to solution

Computer training begins by diagnosing the problem and

then applying the correct solution.

Step-by-step

CPR training follows a strict protocol of steps.

Instructional Design: Five Elements

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Design Step 4
Select Methods and Media
The more closely the method, media, and exercises mirror the real world of application, the
better.
METHODS

MEDIA

EXERCISES

Reading

Instructor led

Knowledge-based topics:

Lecture

Manuals

Multiple choice

Demonstration

Handouts

True/false

Discussion

Transparencies

Short answer

Self-study

Flipcharts

Matching

OJT

Computer-based

Coaching (one-on-one

Videos

Simulators

Role plays

Slides

Case studies

Audio tapes

Skill practices

Satellite broadcast

Performance-based topics:

Note: It is possible to create anything.

Youll find budget and/or time
constraints to be your biggest challenge.

Then consider:
 Cost to develop


Cost to maintain

Stability of information

Instructor requirements (level of knowledge and/or experience)

Background of participants

Facility requirements

Length of time an activity takes

Size of class(es)

Instructional Design: Five Elements

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Design Step 5
Program Evaluation Techniques
Program Evaluation Techniques

Participant observations

Instructor observations

Pre- and post-testing

Job performance observation

Factors to consider:

TIMING: before, during, immediately after, or after some duration

FORMAT: rating scales, tests, interviews/surveys, behavioral observations

Development and administration costs

Participant Evaluation Techniques

Performance or demonstration of skill

Structured role-plays

Note: It is most difficult to

measure affective learning.

Group or individual problem solving

Peer evaluations

Simulations

Knowledge-based tests
Factors to consider:

TIMING: before, during, immediately after, or after some duration

How well does the evaluation measure the objective

How well does the evaluation reflect real life application of the skill(s)

Development and administration costs

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