2. PURPOSE OF INSTRUCTIONAL DESIGN (ID)
Instructional Design (ID) is also known as Instructional Systems
Design. It’s primary purpose is efficiency and effectiveness.
Designed instruction meets the initial needs of the learners – it is
the practice of maximizing the effectiveness, efficiency and
appeal of instruction and other learning experiences.

3. INSTRUCTIONAL DESIGN FROM ITS GENESIS
Additional information on the genesis of instructional design can be found here.

4. ADDIE MODEL OF INSTRUCTIONAL DESIGN
 Consists of the phases of Analysis, Design,
Development, Implementation, and Evaluation.
 This model is the basis of most instructional design
models. It is the idea of continuous reviewing and
the application of formative feedback while creating
instructional materials.
 To learn what the ADDIE process is for instructional
design, watch the following video.

5. ADDIE MODEL FOR INSTRUCTIONAL DESIGN
GRAPHIC
Additional information on this ADDIE graphic can be found here.

6. UNDERSTANDING BY DESIGN
Identify desired
results
Determine
acceptable
evidence
Plan learning
experiences and
instruction
This concept is also known as Backwards Design and
essentially creates a course based upon clearly identifying the
desired outcomes.

7. BACKWARDS DESIGN
D E S I G N
Q U E S T I O N
D E S I G N
C O N S T R U C T I O N
D E S I G N
C R I T E R I A
• What is worthy of
understanding?
• National Standards
• State Standards
• Local Standards
• Teacher interest
• Enduring ideas
• opportunities for authentic
work
• Engaging
• What is the evidence of
understanding?
• 6 facets of understanding
• Continuum of assessment
types
• Valid
• Reliable
• Sufficient
• Authentic work
• Feasible
• What learning
experiences will promote
understanding and
interest?
• Research-based repertoire
of learning & teaching
strategies
• Essential & enabling
knowledge and skills
• Engage the students
• Explore
• Explain
Additional information on backwards design can be found here.

8. RUBRICS AND ASSESSMENT IN ONLINE
EDUCATION
• A rubric is a document that clearly articulates the expectations
for an assignment by listing criteria and describing what the
ultimate results of any activity should be, along with the levels
of quality from excellent to poor.
• Students and teachers can use rubrics to clarify the standards
for a quality performance and to guide progress toward those
standards, which is imperative for quality online education.

9. RUBRICS AND COMMUNICATION IN ONLINE
EDUCATION
• Rubrics improve online teaching, learning and retention in an
online environment. They help an instructor to clearly
communicate the assignment and expectations effectively. If
this is not done, it could affect a student’s grade and overall
online learning experience. Rubrics are the best way to clearly
communicate the expectations.
• Some rubrics are too rigid and can limit students while others
are too vague and defeats the intent. Rubrics will improve and
enhance online education if they are created according to the
Quality Matters standards.

10. QUALITY MATTERS
Quality instructional design is critical for all learning environments,
especially eLearning.
Quality Matters (QM) is a faculty-centered peer review process that
is designed to certify the quality of online and blended courses.
QM is a leader in quality assurance for online education and has
received national recognition for its peer-based approach and
continuous improvement in online education and student learning
(Quality Matters 2010). Their program includes:
 Faculty-centered, continuous improvement models for
assuring the quality of online courses through peer review
 Professional development workshops and certification courses
for instructors and online learning professionals
 Rubrics processes for applying quality standards to course
design

11. QUALITY MATTERS RUBRIC & PROCESS
Quality Matters rubrics provide a framework for quality assurance.

12. QUALITY MATTERS RUBRIC
The QM rubric standards are imperative to design an effective online
course. The standards are divided into 8 general standards (with 41
specific standards) used to evaluate the design of online and
blended courses. The 8 general standards of the QM Rubric are as
follows:
1. Course Overview and Introduction
2. Learning Objectives (competencies)*
3. Assessment and Measurement*
4. Instructional Materials*
5. Learner Interaction and Engagement*
6. Course Technology*
7. Learner Support
8. Accessibility
* These key components MUST align

13. ONLINE ACCESSIBILITY
The goal of online accessibility is to ensure that content on the web is accessible
and functional for individuals with disabilities. Online disabilities include
auditory, cognitive, motor and visual. It is imperative that accommodations are
made for individuals with disabilities in online education.
To create accessible content, it is imperative to:
 Focus on clear structure and formatting
 Provide alternative text for images
 Do not utilize scanned PDF files, but accessible PDFs
 Utilize an accessibility checker

14. AUDITORY AND COGNITIVE ELEARNING
CHALLENGES FOR DISABILITIES
Auditory: includes any degree of hearing loss. Online
challenges for someone with an auditory disability include:
• Audio clips, videos without captioning or an accessible
transcript, any multimedia audio that is not also displayed
via text.
Cognitive: includes issues with comprehension, problem
solving and memory. ELearning challenges for someone with
a cognitive disability include:
• Timed tests and quizzes
• Lack of clarity in instructions and information
• Assignments that lack clear structure

15. MOTOR AND VISUAL ELEARNING CHALLENGES
FOR DISABILITIES
Motor: includes issues with impairments and motor limitations
from an injury or disease. ELearning challenges for someone
with a motor disability include:
• Inability to utilize a mouse or keyboard
• Lengthy content that may be difficult to navigate
Visual: includes blindness, low vision and colorblindness.
Online challenges for someone with a visual disability include:
• Websites/documents that cannot be read by a screen
reader
• Images and text that become pixelated when enlarged
• Formatting, images and colors used to convey content
• Reading images in tables and other graphics

16. OER’s are openly licensed media and documents that are freely accessible and
can be used and re-purposed in learning environments. OER’s include:
• Learning content including full courses, course readings/other learning
content, syllabi and textbooks
• Tools include simulations, games/other learning applications and
quizzes/assessment tools
• Implementation Resources include licenses to promote open usage of
materials and design principles
OERs incorporate virtually any material that can be used for educational
purposes
OPEN EDUCATIONAL RESOURCES (OER)

17. IMPORTANCE OF OPEN EDUCATIONAL
RESOURCES
• Makes education accessible to all students (not used in a for-profit sense)
• OER’s take advantage of the online environment as all users have the ability
to share, copy, utilize and interact with the content. Access to education is no
longer limited by exclusivity when OERs are utilized.
• Equal access to knowledge provides equal opportunities.
• These resources are free to students and teachers can manipulate and apply
the resources to customize their own curriculum
• Web-based
• Free. Flexible. Modern. Interactive.
• Please see this link on 7 Things You Should Know about Open Educational
Resources.