This document discusses instructional design and planning for distance education. It defines instructional design as the process of designing, developing, and delivering learning products and experiences. Instructional designers are responsible for leading the instructional systems design process and architecting the learning experience. When planning for distance education, the instructional environment must be viewed as a system and instructors must make decisions that consider all aspects of the learning system, including the instructor, learners, material, and technology. Understanding learner characteristics is also important for effective instructional design.

1. Angelita Brooks

2. What Is Instructional Design
In short, instructional design is the process by which
learning products and experiences are designed, developed,
and delivered.
 These learning products include online courses,
instructional manuals, video tutorials, learning simulations,
etc.
Instructional designers are the 'architects' of the learning
experience and the 'directors' of the Instructional Systems
Design ISD process.
The terms instructional design, instructional technology,
learning experience (LX) design, curriculum design, and
instructional systems design (ISD), are sometimes used
interchangeably. Below are a few instructional design
definitions from various sources:

3. WHY PLAN FOR TEACHING AT A DISTANCE?
Instructional design should consider all aspects of the
instructional environment, following a well-organized
procedure that provides guidance to even the novice distance
instructor.
 The instructional environment should be viewed as a
system, a relationship among and between all the components
of that system—the instructor, the learners, the material, and
the technology. Especially when planning for distance
education, the instructor must make decisions that will affect
all aspects of the system

4. PRINCIPLES OF INSTRUCTIONAL DESIGN SYSTEMS
 Instructional Design Should Proceed At An Efficient Pace
Since students need many hours of practice in a skill to achieve
expertise, an instructional program should teach material
efficiently, encouraging students to practice every chance they
get. This goes for eLearning as well as on-site programs.
Instructional Design Should Contextualise Information
When students can relate new information and theories with that
which they already know, they can learn faster. Not only that,
but they can also apply it better in real life through more
situations and tasks.
Design Your Course To Be Learner Community-Based
Learning doesn’t take place in a vacuum.
Include Opportunities For Students To Produce Original
Content
A course that only requires students to remember information to
spit back in a tightly controlled environment, such as a multiple-
choice test or fill-in-the-blank, does its students a disservice.

5. Understanding learner characteristics
As stated by Willis “to make learning effective it
is necessary to understand the learners”.
Things you will have to know are the student’s
age, cultural backgrounds, interest, and education
levels. You also have to see if the class can be
categorized into several broad subgroups.
The level of familiarity of the students with the
instructional methods and technological delivery
systems. Also there is the question of how students
will apply the knowledge they gained in the course

6. Who Are the Learners?
 Along with the general information about the learners,
an instructor needs to know the number of students in
the class.
 Knowing how many students are at each site and the
number of sites involved in a face-to-face class can
influence the level of interactivity. For example, in an
Internet-based class (e.g., on the Web) with a large
number of participants, it is likely that some students
will fail to interact in discussions.
 instructor needs to know how many students are
enrolled, how many sites there are, and what
technologies are available to them to plan effectively for
interactive learning.

7. Instructional Design Model

8. Visuals provide a concrete reference point for
students, especially when they are engaged in a
nontelevised learning experience.
Even if the visuals are lists of concepts and ideas,
they can help students. Visuals also help learners by
simplifying information.
Diagrams and charts often can make it easier to
understand complex ideas. A visual that breaks down
a complex idea into its components can show
relationships that might be otherwise confusing to
students
Visualizing Information.

10. SUMMARY
It is essential that the instructor take the time to plan and
organize the learning experience when engaged in
teaching at a distance. T
he instructional design process provides the framework
for planning. Instruction must be at a standard that is
acceptable in all venues.
The students should be engaged, and the instructor
should be satisfied. Planning makes the difference in a
successful learning environment.