Instructional Design (also called Instructional Systems Design (ISD)) is the practice of creating "instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing." The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. Ideally the process is informed by pedagogically (process of teaching) and andragogically (adult learning) tested theories of learning and may take place in student-only, teacher-led or community-based settings. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology, though recently Constructivism (learning theory) has influenced thinking in the field.
Read more about Instructional Design: Cognitive Load Theory and The Design of Instruction, Gagné's Theory of Instruction, Learning Design, Motivational Design, Influential Researchers and Theorists
Famous quotes containing the word design:
“Teaching is the perpetual end and office of all things. Teaching, instruction is the main design that shines through the sky and earth.”
—Ralph Waldo Emerson (1803–1882)