This document provides an overview of instructional design basics and how information developers and instructional designers can collaborate effectively. It defines instructional design as both a science and discipline concerned with instructional strategies and the process of developing and implementing those strategies. The document outlines the ADDIE model of analysis, design, development, implementation, and evaluation and provides examples of tasks and outputs for each phase. It emphasizes the importance of developing unified user profiles and defining deliverables from a common source to facilitate collaboration between information developers, instructional designers, and trainers.

1. Instructional Design Basics:
Teaming Information Development
and Training Development
John McGloon, MATC

2. “Breaking out of writing into
Instructional Design”
• Learn some theory
• Learn some models
• Look at examples
• Find opportunities to practice
• Find a mentor
Deb Lockwood, presentation at STC 2007

3. “Breaking out of writing into Brain
Surgery”
• Learn some theory
• Learn some models
• Look at examples
• Find opportunities to practice
• Find a mentor
John McGloon, just now

4. After this session you will be able to:
• Recognize key elements of the definition of
instructional design
• Explain a performance gap
• Draw and describe the ADDIE model
• Recognize key components of an Instructional
Design Plan
• Describe effective ways for information
developers to team up with instructional
designers and trainers

5. What is Instructional Design?
A Science:
The science of creating detailed specifications for
the development, implementation,
evaluation, and maintenance of situations that
facilitate the learning of both large and small
units of subject matter at all levels
of complexity.

6. What is Instructional Design?
A Discipline:
The branch of knowledge concerned with research
and theory about instructional strategies and the
process for developing and implementing
those strategies.

7. What is Instructional Design?
A Process:
The systematic development of instructional specifications
using learning and instructional theory to ensure the
quality of instruction…the entire process of analysis of
learning needs and goals and the development of a
delivery system to meet those needs. It includes
development of instructional materials and activities; and
tryout and evaluation of all instruction and learner
activities.

8. One view: ADDIE Model
Analyze
Design
Develop
Implement
Evaluate

9. Psychology
Anatomy
Physiology

10. Performance Gap
Desired
Performance
Actual
Performance
Zero

11. ADDIE Model
Design
Evaluate
Analyze
Develop
Implement

12. ADDIE sample tasks and outputs

13. Create a Task Matrix
Roles
Tasks

14. Create a task matrix
• Use requirements documents to predict tasks
• Consider roles or personas
• Determine “high priority” tasks
• Risk?
• Frequency?
• Other factors?

15. Develop from a Task Matrix
Roles
Tasks

16. Other models

17. Needs analysis
Desired
Performance
Actual
Performance
Zero

18. Conduct a needs analysis
• To determine the performance gap
• Possible solutions
• To provide a basis of measurement
• To gain management support

19. Deficiency
In Job
Performance
Neverperformedwell
Usedtoperformwell
Has
prerequisites
Telling/
showing
Reassign/
transfer
Restructure
job
Designing Instructional Systems
A.J. Romiszowski 1981

20. The Instructional Design Plan
• Covers the basic phases of ADDIE
• (see sample outputs)
• May include additional details, as required

21. ADDIE sample tasks and outputs

32. Gagne’s nine instructional events
1. Gaining attention (reception)
2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
8. Assessing performance (retrieval)
9. Enhancing retention and transfer (generalization)

33. Example: Recognize an equilateral
triangle
1. Gain attention - show variety of computer generated
triangles
2. Identify objective - pose question: "What is an equilateral
triangle?"
3. Recall prior learning - review definitions of triangles
4. Present stimulus - give definition of equilateral triangle
5. Guide learning- show example of how to create equilateral
6. Elicit performance - ask students to create 5 different
examples
7. Provide feedback - check all examples as correct/incorrect
8. Assess performance- provide scores and remediation
9. Enhance retention/transfer - show pictures of objects and
ask students to identify equilaterals

34. Information Development and
Instructional Design
• How can technical writers, instructional
designers, and trainers work better together?

35. Ideal Partners
• In the best circumstances, instructional
designers and technical communicators are both
considered part of the information-development
team.
CIDM Information Management News July 2007

36. Develop unified user profiles
• Because they work regularly with actual users,
classroom trainers are an invaluable source of
information to build in-depth user profiles.
• Trainers, instructional designers, and information
developers need to participate in analyzing users
and constructing mutually agreed upon profiles.

37. Effective collaboration: training and
information development
Combine forces: single organization under unified
management
Launch joint development & define all deliverables
from a common source
Manage jointly or alternate management
Gather user profiles based on a common
understanding of user needs
Decide the role of training, documentation, and
help during design
CIDM Information Management News July 2007

38. Developing training as part of
information development
• Instructional designer writes IDP
• Agree on user profiles
• Establish objectives together
• Develop during product development
• Content reuse opportunity
• Co-develop with writers and instructional
designers
• Establish measures of effectiveness

39. Review
• Recognize key elements of the definition
of instructional design
• Explain a performance gap
• Draw and describe the ADDIE model
• Recognize key components of an
Instructional Design Plan
• Describe effective ways for information
developers to team up with instructional
designers and trainers