This paper analyzes models of instructional design in curriculum. It discusses instructional design as a methodical process for developing high-quality instruction to meet learning needs and goals. Instructional design originated from efforts during WWII to quickly train large numbers of military personnel. It has since been applied to curriculum. The paper also examines instructional design as a discipline and science, distinguishing it from learning theory. Critical components of the instructional design process include analyzing student needs to define objectives and structure evaluation. Instructional designers are responsible for developing well-structured instructional materials using objectives, strategies, evaluation and feedback.

1. Models of Curriculum Design
This paper shall outline and attempt to analyze instructional design in the curriculum.
This shall be based from the literary articles by both Merrill David and B.G Wilson which are
concerned with instructional design of the curriculum structure. For the paper to fully capacitate
the topic both this authors exemplify that the definition of the term instructional design is
referred to as the methodical progression of instructional requirements achieved through theory
and instructional learning which fosters instructions of high quality. This is moreover viewed as
the overall analysis process of the needs and goals of learning which capacitates delivery system
progression that is requisite in the delivery of these needs (Wilson, 1996).
This also includes instructional materials and activities progression, interview and
appraisal of the entire learning curriculum and instruction. This is also referred to as the
instructional system design (ISD). Both Merrill and Winston articulates that the best theory is
the one which capacitate the process which encompasses developing and implementing strategies
which are align with the curriculum instructions. According to Merrill and Twitchell (1993) the
history of Instructional Designs (ID) dates back to the World War II by the U.S. military forces
when they were faced with an emergency shortage of technical staff. They have to devise a
mechanism which would instill knowledge to a large number of people in a short spun thus ID
was coined as the most effective mode of permeating edification on the militants and has been
embraced by edification curriculum till now (Reiser, 2001).
Instructional Design as a Discipline
This is usually conceived by the researchers as a branch of comprehension which is
encompassed on the theory and research of instructional policies and the mechanism ensued to
adapt and develop this policies. The instruction policies also assist us in centralizing the process
and communication with other tutorials and the subjects whom are involved in the project. For
the experts it develops an understanding which resolves how problems can be solved as echoed
by Sweller and Cooper (1985). The discipline attempt to outline the goals and objectives of the
curriculum for both the tutor and the student, through disciplinary policies and instructions, thus
the overall aim is to quantify the level of understanding of the subject.
Instructional Design as a Science
Researcher have articulated that instructional design itself is a science which constitute
creation of detailed stipulations which fosters development, maintenance, implementation and
evaluation of circumstances which embraces learning in major small and big units of curriculum
at all the levels of complexity. This process is what then scholar has articulated that it is the
science of conveying instructions which touches the learning, understanding and analyzing of all
unit of curriculum (Dick, Et al. 2005).
The instructional design dimension of technology
Scholars have articulated that when instructional design is diffused with instructional
development then the result is what surmounts to instructional technology. This technology was
implemented back in the creation of instructional design. When there was shortage of military
personnel in the U.S. army this mechanism was coined to facilitate quick recruitment to fill in
skilled combatant in the war front (Hokanson & Miller, 2009). This method grew and has been
adapted in the curriculum as the methodology that assist tutors with a systematic and proficient
means for providing edification to the students.
Difference of instructional design with learning theory
The difference between instructional design and learning theory is that the approach that
they take that the outcome is easily achieved than the other. This is insinuated that learning

2. theory is more affluent and dominant than instructional design and majority of the instructional
policies implements and advocates through behaviorists are also embraced by learning theory for
dissimilar rationale. Instructional design evaluates students to point where to commence
instruction, while learning theory evaluates the student to verify learning predisposition (Wilson,
1996).
Critical Components of the instructional design process
Some of the major component that consign procedural framework which incapacitate
instruction formulation are also governed with policies like analysis projected toward the
students so they may be able to point goals and objectives. This usually provides the structure
and evaluation for the ID issues. This is composed of diverse model which evaluate and mediates
the student intention this includes Dick & Carey design model, Merrill and Watson design
models as exemplified by Reiser (2001).
Tasks for Instructional designers
Instructional designer are responsible for the a blended development of a well structured
instructional literary materials through the means employing objectives, strategies, evaluation,
related teaching and systematic feedback to the audience.
Critical skills required for successful instructional designers
Some of the skills which are requirement for the instructional designers include regular
evaluation of the models to facilitate better means of enhancing instructions (Clark, Et al. 2006).
Having adequate knowledge concerning new intervention and method requisite for combating
problems, they also create training materials which provide guidelines to the student. Have the
power to evaluate behavioral traits on the audience to evaluate which principles to instill.
Conclusion
This design provides the students with an idea of analysis which will assist them to meet
the targeted goals and objective. This helps the student fulfill the achievement of the positive
objectives which are set out by the tutor. This helps the tutor to evaluate the areas that the
audience this being the student are not fairing well and add emphasis on these areas based on the
performance of the student.

3. References
Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines
to Manage Cognitive Load. San Francisco: Pfeiffer
Merrill, D. & Twitchell, D. (1993). Instructional Design Theory. Englewood Cliffs: Educational
Technology Publications
Dick, W. Lou, C. & Carey, J. (2005). The Systematic Design of Instruction (6th ed.). London:
Allyn & Bacon.
Hokanson, B., & Miller, C. (2009). Role-based design: A contemporary framework for
innovation and creativity in instructional design. Educational Technology. 49, 2. 21–28.
Reiser, R. (2001). A History of Instructional Design and Technology. Part II: A History of
Instructional Design. Educational Technology Research and Development. 49, 2. 57-67
Sweller, J., & Cooper, G. (1985). The use of worked examples as a substitute for problem
solving in learning algebra. Cognition and Instruction. 2, 1. 59–89.
Wilson, B.G. (1996). Constructivist learning environments: Case studies in instructional design.
Englewood Cliffs: Educational Technology Publications.