In Part 1 we discussed what ID is and part of the first two steps in the process of ID.  Understanding what to expect from your instructional designer can empower you to make the right decisions when choose your eLearning provider.  Being informed about the behind the scenes processes of ID will ensure that no corners are cut unbeknownst to you.  It is important to understand what your instructional designer should do for you when creating your eLearning or learning management system (LMS).

Briefly in Part 1 we delineated the first step of Analysis – preparing, gathering information, performing consultations and needs analysis.  The second step involves the Design – learning and teaching theories are extremely important in the considerations that are made for learning; the learning is at the centre of the experience, not the technology; instructional strategies and tactics are formed into a design package.

Step 3: Development

The design package is then moved into the development phase where different mode, methods and media are considered to create the instructional message design.

Some of the modes under consideration will be visual, audio, touch, smell, taste.  Some methods would be lecture, discussion, practice, mapping, on-the-job training, etc.  The media that could be involved range from the most obvious a computer to newer technologies like tablets and mobiles, to old technology like projectors and TVs.

At the development step in ID some more theory is considered.  Motivational theories are important to understand because this will tell you why your employees would be willing to do the online courses. If employees understand that growth in their careers will occur due to learning then there’s a higher chance they will do the course if that is a motivational factor in their life.  Otherwise needs for affiliation or for power can be good motivators.  Incentives and rewards provide motivation.

Communications theories looks at the technical process of information and how humans communicated.  Considering what the source of the information will be; who the sender will be; which channels to use; the audience or the receiver; the final destination of the message; what feedback is necessary; and other random occurrences that could intercept at any point.

Development often involves the inclusion of subject experts.  It is at this point that the company may need to get involved with the ID team to shed light on what something means, or how it is done and the nuances of the field.

Technical requirements will also be developed at this stage.  Understanding what the technological abilities of the audience is and how much training would need to be done.

Step 4: Implementation

The lesson plan created out of the development step will be tested for learning and retention at this stage of implementation.  Implementation will comprise of training learning facilitators, time management, presentations aids and change management.  There should be a good transfer of training knowledge done here.

A pilot run can be done to determine the success of the system and to identify any unforeseeable bugs.  Corrections can be made.

To read more about the human factors involved in implementation click here.

Step 5: Testing

This does not refer to testing the learners, but to creating tests and ensuring they are valid and reliable.  Items for testing and learning will be selected and analysed to ensure quality and appropriateness.

There are two types of testing in learning.  Formative assessment will inform about the leaners’ progress, helping the learner to recognise strengths and weaknesses in target areas of study.  These are often low stakes tests.  Summative assessments provide an opportunity to summaries what has been learnt, these are often seen as final exams and final projects.

Testing can help learners make corrections; track their progress; and determine if the initial goals set have been met by all.

To summarise ID must be:

• Well informed on the needs and objectives of the organisation.
• Student centred.
• Pedagogically sound and relevant.
• Follows a defined system, structured, but flexible in path (personalised learning).
• Begins with the end in mind.
• Subject specialists consulted.
• Well implemented for change management.
• Tested and refined.

Sound Idea Digital specialises in Learning Management Systems and eLearning developments | soundidealearningmanagement.co.za
Sandra is an eLearning Specialist & Content Editor for Sound Idea Digital | Sandra@soundidea.co.za

To cite this blog article:
Slabbert, S. 2015, November 12. What you Should Know About Instructional Design - Part 2. <ideas> the official Sound Idea Digital blog [Web log post]. Available: http://blog.soundidea.co.za/articles/What_you_Should_Know_About_Instructional_Design-_Part_2-430.html