Basics of

Instructional Design
Course Manual Revised 06/27/2018
BASICS OF INSTRUCTIONAL DESIGN
CONTENTS

Course Description ·········································································································· 2

Learning Models and Concepts ·························································································· 3
Key Terms ····················································································································· 6
ADDIE ··························································································································· 7
Needs Assessment ·········································································································· 8
Creating Objectives·········································································································· 8
Design Considerations···································································································· 10
Organizing Content ········································································································ 11
Research ····················································································································· 12
Learning Activities ········································································································· 13
Training Materials ·········································································································· 15
Course Checklist ··········································································································· 16
Evaluation and Continuing Development ············································································ 17

COURSE DESCRIPTION

This one-day course is designed to help subject matter experts and other non-trainers develop training for their agencies.
Participants will discuss and apply instructional design models, adult learning principles, multiple intelligence theory, and
learning preferences to determine training needs and create effective and engaging training.

This course is part of the Master Trainer Certificate.

LEARNING OBJECTIVES

By the end of this workshop, attendees will be able to:

Apply the concepts of instructional design

Design and develop effective training materials

Select activities and tools that will aid in the understanding of course topics

Evaluate training for improvement and revisions

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BASICS OF INSTRUCTIONAL DESIGN
LEARNING MODELS AND CONCEPTS YOU NEED TO KNOW

MODELS NOTES

ADDIE

The classic model of the training design

process, which includes the steps:
 Analysis
add i e
ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE
 Design
Analyze Design Develop Prepare Collect
 Development training course training training evaluation
needs structure materials materials data
 Implementation
Determine Determine Determine Launch Assess
 Evaluation learning
objectives
delivery
method
assessment
methods
the
course
and
revise

AGILE LEARNING DESIGN

Any approach to content development

that focuses on speed, flexibility, and
collaboration

Image from LearningSolutionsMag.com

SAM
(Successive Approximation Model)

An agile content development model

that emphasizes collaboration,
efficiency, and repetition

Image from AllenInteractions.com

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BASICS OF INSTRUCTIONAL DESIGN
LEARNING MODELS AND CONCEPTS YOU NEED TO KNOW

THEORIES/PRINCIPLES NOTES

ROBERT GAGNE’S
CONDITIONS OF LEARNING Get
Gag n e’s Provide
attention
Nine feedback

Gagne identified these nine instructional

Ev en ts Elicit
performance
events. Applying these help to design Inform Assess
learner of Performa
training and select appropriate media objective nce
and activities. Provide
guidance

Stimulate Enhance
recall of Present retention
prior information and
learning transfer

BLOOM’S REVISED TAXONOMY

In 2001, a group of researchers and

theorists revised Bloom’s six major
categories of Knowledge,
Comprehension, Application, Analysis,
Synthesis, and Evaluation to action
verbs to make them more dynamic.
It is most commonly used to assess
learning on a variety of cognitive levels.
Image from http://acorn.library.vanderbilt.edu/cgi-bin/isbn-search/0321084055

CONCRETE
KOLB’S EXPERIENTIAL Kolb’s EXPERIENCE
Experiential
LEARNING CYCLE Learning
DOING

Cycle Having an experience

A four stage cycle of the learning ACTIVE REFLECTIVE

process identified by David Kolb in EXPERIMENTATION OBSERVATION
PLANNING REVIEWING
1984.
Trying out what you’ve learned Reflecting on the experience

ABSTRACT
CONCEPTUALIZATION
CONCLUDING
Learning from the experience

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BASICS OF INSTRUCTIONAL DESIGN
LEARNING MODELS AND CONCEPTS YOU NEED TO KNOW

THEORIES/PRINCIPLES NOTES

LEARNING STYLE INVENTORY VISUAL AUDITORY KINESTHETIC

When  Do you try to  Do you say  Do you write
The three styles of learning include spelling see the the words words to find
visual, auditory, and kinesthetic words? aloud? if they feel
(hands-on) learning. right?
When  Do you prefer  Do you prefer  Do you
Some basic preferences that can speaking words like: words like: prefer words
see, picture, hear, tune, like: feel,
indicate learning styles include:
image sounds? touch, hold
When  Do you like  Do you enjoy  Do you
reading descriptive dialog? prefer action
scenes? stories?
 Do you prefer  Do you call the  Do you
When pictures and help desk? prefer to
learning diagrams? work through
software it yourself?

When trying  Are you  Are you  Are you

to distracted by distracted by distracted by
concentrate untidiness or sound or movement
movement? noise? near you?

BLENDED LEARNING
Bl en ded
Training initiatives that include using a
L ear n i n g 
E Learning

variety of learning formats, including

digital, web-based, job aids,

Videos

Workbooks
Manuals
assessments, and face-to-face training.

 
Learner @
Classroom Webinars

 Social

Online quiz
Exams
Media

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BASICS OF INSTRUCTIONAL DESIGN
KEY TERMS

KEY TERMS NOTES

Behaviors that demonstrate the knowledge, skills, and abilities as levels of
performance in the workplace. (Formal definition: A competency is a set of
COMPETENCIES
defined behaviors that provide a structured guide enabling the identification,
evaluation, and development of the behaviors in individual employees.)

COURSE A planned series of learning experiences on a specific topic or group of tasks

Term covering a wide set of applications and processes, such as web-based

E-LEARNING
learning, computer-based learning, virtual classrooms, audio programs,
(Electronic Learning
videos, and more

ILT
Traditional classroom training with an instructor/facilitator and students
(Instructor-led Training)

Learning that is not formally defined and takes place in locations ranging from
INFORMAL LEARNING
the workplace to social media

KSAs
Knowledge, skills, and abilities (See competencies)
(Knowledge, Skills, and Abilities)

M-LEARNING Learning that takes place on wireless devices such as smart phones and
(Mobile Learning) tablets

A unit, especially one that can stand alone, to be learned independent of other
MODULE
units

OBJECTIVES Training objectives state what will be accomplished as a result of the training.

SME
An individual who is proficient in a specific topic area
(Subject Matter Expert)

UNIT A major subtopic, task, or task cluster to be learned within a course

WBT
Delivery of educational content via a Web browser, internet, or intranet
(Web-based Training)

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BASICS OF INSTRUCTIONAL DESIGN
add i e
ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE

Analyze Design Develop Prepare Collect

Your task is to study your assigned steps of ADDIE below.

training course training training evaluation
needs structure materials materials data

Determine Determine Determine Launch Assess

learning delivery assessment the and
objectives method methods course revise

 Your group will discuss the notes on the page.

 You’ll decide why you feel this step is important to the instructional design process.
 And you’ll add anything else you might want to do during this step of instructional design.
 Then you’ll be prepared to share your information with us when we get to your step in the course today.

ADDIE NOTES
 Gather data
ANALYZE  Analyze training needs
 Identify learner’s existing knowledge and skills
 Analyze skill gaps
 Define learning objectives
 Identify timeline and delivery options
 Continually communicate with stakeholders and revise plans as needed

 Determine how training will be delivered

DESIGN  Identify and plan the topics
 Decide on the order of topics
 Select training activities to support learning
 Select media to be used
 Continually communicate with stakeholders and revise plans as needed
 Develop the content
DEVELOP  Create slide presentation, audiovisuals, and other graphics
 Complete handouts and course materials
 Build the learning activities
 Ensure all elements support the objectives
 Continually communicate with stakeholders and revise plans as needed

 Create plan to roll out training

IMPLEMENT  Train others who will be facilitating the courses
 Finalize all course logistics (location, equipment, etc.)
 Utilize checklists to ensure all preparations are complete
 Communicate with potential learners
 Register and confirm attendees
 Present training
 Continually communicate with stakeholders and revise plans as needed

 Have learners complete evaluation

EVALUATE  Review test results if applicable
 Observe behaviors to measure results
 Continually analyze results to determine course revisions
 Continually communicate with stakeholders and revise plans as needed

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BASICS OF INSTRUCTIONAL DESIGN - ANALYZE

N EEDS A SSESSMENT

NEEDS ASSESSMENT

What symptoms suggest that a change is needed?

What is the intended result of this training?

Why is this important?

Who requested this training?

AUDIENCE

Who is the intended audience for this training?

What is the difference between what they do now and what they will be able to do after completing this training?

What is their current knowledge level of the topic?

OBJECTIVES
Your group will use the information on page 9 to create three objectives for your class.

By the end of this training, participants will be able to…

(Action Verb + Activity)

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BASICS OF INSTRUCTIONAL DESIGN - ANALYZE

CREATING OBJECTIVES

What do you want attendees to be able to do upon completion of this course?

How will you be able to measure this?

Think about these questions:

 What are the most important concepts or skills that trainees need to understand or be able to do by the end of the class?

 Why are these concepts and skills important?

 How will you know that they have understood these correctly?

Characteristics of Well-Written Objectives

 PERFORMANCE: States what the learner will be able to do.

 CONDITIONS: Sometimes performance alone is not enough to explain the desired objective. In these cases,
objectives will include the conditions under which the performance is expected to occur.

 CRITERIA: Using SMART concepts (Specific, Measurable, Achievable, Relevant, Time-bound) can help
determine the level of performance that is considered acceptable.

ACTION VERBS FOR OBJECTIVES

REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE

cite describe apply analyze assemble assess

define discuss demonstrate calculate build check

label explain employ categorize compose choose

list identify interpret diagnose design compare

name locate operate distinguish establish estimate

recall report perform inspect manage measure

recognize review practice relate organize rate

state summarize schedule solve plan review

tell tell use test prepare select

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BASICS OF INSTRUCTIONAL DESIGN - DESIGN

DESIGN CONSIDERATIONS

DELIVERY METHODS Design

Select which formats will best support the information being shared.

Computer-based


Videos

Documentation
 Instructor-led

 Web-based  
Learner @
Instructor-led Web-based
 Computer-based

Informal learning 
Coaching
Delivery
 Documentation/Job Aids Methods

 Other:

TOPICS TO BE COVERED
Determine the main topics that will support the objectives.

INTERACTIVITY
Select methods to practice and assess understanding of information for each topic listed in the content outline.

 Discussion

 Demonstrations

 Learning Activities

 Observation

 Feedback

 Tests

 Assessments

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BASICS OF INSTRUCTIONAL DESIGN
ORGANIZING CONTENT

Sample Organizational Methods for Course Content:

 Tasks

 Topics

 Problem and solution

 Step by step

 Simple to complex

 Overview to detail

 Specific to general

 Known to unknown

 Present to future

Which organizational methods will you use for your course?

Create a draft of that order below:

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BASICS OF INSTRUCTIONAL DESIGN - DEVELOPMENT

RESEARCH
METHOD DESCRIPTION  When would this method of research be good to use?
 Would it be good to define a process or procedure?
 Would it help gain buy-in from potential attendees?
 What could be a drawback in using this form of research?
 Would this work for your case study?
INTERVIEW Discussion with the person
who requested the class can
help to find information that
needs to be included in the
course content.

SME SURVEYS Surveys or questionnaires of

Subject Matter Experts (SMEs)
can be used as a method to
identify best practices and
detailed information about the
topic and processes.

DISCUSSION Casual discussions with those

involved in the topic can
produce more candid
information than a formal
survey.

FOCUS GROUP Formalized discussions with

those involved in the topic
allows interaction between
viewpoints and can enhance
buy-in for the course.

DOCUMENTATION Review of materials, manuals,

and job aids can be useful in
determining what information is
currently available and what
will have to be researched and
developed.

OBSERVATION Observation of the current

processes may be structured
by having employees perform
specific tasks or it can be
unstructured by observing
without influencing the
employee‘s actions.
OTHER Traditional research methods,
such as online investigation
and publications, can help
determine what others have
discovered about the topic.

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BASICS OF INSTRUCTIONAL DESIGN - DEVELOPMENT

LEARNING ACTIVITIES

If you’re dealing with hands-on or If you’re dealing with auditory learners, If you’re dealing with visual learners,
kinesthetic learners, these activities can these activities can help learning occur: these activities can help learning occur:
help learning occur:
 Role playing  Mini-Lectures  Slide presentations
 Handouts  Question/Answer sessions  Handouts
 Role playing/games  Videos  Videos
 Hands-on demonstrations  Demonstrations  Demonstrations
 Group or individual projects  Group or individual projects  Posters, graphics
 Writing on flipcharts/boards  Panel discussions  Writing on flipcharts/boards
 Practicing with tools  Music  Lists
 Coaching  Coaching  Reference materials
 Written tests  Oral tests  Written test s
 Interactive computer simulations  Interactive computer simulations  Interactive computer simulations

SAMPLE LEARNING ACTIVITIES NOTES

Case studies Groups read a real job-related case study and apply what they just learned to determine the
course of action.

Discussions Small group discussions can be a good way for more reserved attendees to feel comfortable
discussing the topic. It also also experienced attendees to share knowledge with others.

Icebreakers and Energizers These activities are designed to either allow the group to get acquainted and become more
comfortable with each other or to help raise the energy level of a group. There are numerous
collections online and in publications.

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BASICS OF INSTRUCTIONAL DESIGN - DEVELOPMENT

LEARNING ACTIVITIES ( CONTINUED)

SAMPLE LEARNING ACTIVITIES NOTES

Role Plays Participants act out a situation that relates to the topic or uses information that has been learned
in the session.

Question and Answer Sessions Informal question and answer sessions can be effective when the session is updating skills rather
than teaching new skills.

Quizzes Oral or written quizzes can be used as reviews for sections of the course and to assess
understanding of the material that has been presented.

Games Various games can be used to introduce topics or to reinforce or review training materials.

Teach backs Attendees teach something they have learned in the session to other attendees.

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BASICS OF INSTRUCTIONAL DESIGN - DEVELOPMENT

TRAINING MATERIALS

SCRIPT
Create instructional guides that detail the timing, materials, and activities that will
be used in the course

 May include specific scripting for others who will be teaching the class
 May also include images of slides to help facilitator ensure he/she is
at proper place in program
 May include additional information and resources for facilitator’s
understanding of the topic
.

HANDOUTS
Create handouts with information, spaces for writing, and tools to support
activities and transfer of learning into workplace

 Manuals that outline the session information to serve as a resource

and a place to take notes
 Job aids can include checklists, documentation, and review pages
 Case studies allow participants to practice the workshop information in
a real world situation
 Assessments to self-assess current skills or skill gaps
 Evaluations so that attendees can determine the success of their
learning experience

SLIDES
Create slide presentation

 Used to present information visually

 Serves as an agenda or outline of the material to be covered
 Can also be used as handouts with places for notes
 Printed copies of slides can be used in case of equipment failure

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BASICS OF INSTRUCTIONAL DESIGN - IMPLEMENTATION

COURSE CHECKLIST

 Create and send training announcement. Include:  Arrive early, allowing preparation time.
 Title
 Post signs.
 Course Description
 Location  Arrange room setup to encourage interaction.
 Date and time  Connect audiovisual equipment and test.
 Registration information
 Check visibility from all seats and angles.
 Presenter/Contact information
 Location details (Parking, room, directions, etc.)  Locate temperature and lighting controls.
 Copy materials.  Locate emergency exits and equipment.
 Training manual
 Organize registration.
 Handouts
 Name tags  Place copied materials as desired .

 Sign-in sheets  at seats

 Evaluation forms
 registration table,
 Tests
 facilitator table (for later distribution)
 Case studies and other activity materials
 Signs  Greet attendees as they arrive.
 Determine and reserve equipment.  Start on time.
 Computer with necessary software
 Conduct training, adjusting based on participant needs.
 Remote
 Projector  Schedule breaks for every 60-90 minutes of training.
 All related cords and connectors  Collect participant evaluation forms.
 Microphones
 Reset room to original condition.
 Flip charts and stand
 Markers  Compile evaluation results and share.

 Materials for activities  Consider adjustments based on evaluation results.

 Training supplies (pens, pencils, paper)
 Send follow up emails and communications to those
 Refreshments (optional) involved in the training project.

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BASICS OF INSTRUCTIONAL DESIGN - EVALUATION

EVALUATION AND CONTINUED DEVELOPMENT

THE BASICS:
 Create plan for review and revision of materials as needed
 Communicate evaluation results to stakeholders
 Create system to ensure materials are updated and maintained in one location
 Meet with stakeholders to determine what worked and what can be adjusted in future courses
 Notes:

Okay but
EVALUATION FORM Needs Could Be
Improvement Better Good Very Good Excellent

The difficulty level of this training program was appropriate. 1 2 3 4 5

The activities were valuable in understanding the concepts and

1 2 3 4 5
practicing them.

The pace of this class was appropriate for the topics covered. 1 2 3 4 5

The class included ample opportunities for active involvement. 1 2 3 4 5

The facilitator was knowledgeable about the subject. 1 2 3 4 5

I obtained the information I needed from this workshop. 1 2 3 4 5

The visual aids were clear and effective. 1 2 3 4 5

The handouts and other resources were useful. 1 2 3 4 5

I will be able to apply what I learned in this workshop. 1 2 3 4 5

I would recommend this workshop to others. 1 2 3 4 5

Comments:

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