"INFORMATION IS NOT INSTRUCTION - nor is Posting Lecture Note on the Web!" (CMU)

Instructional Design (ID) provides a framework for the the systemic process of creating or adapting instruction. ID incorporates the cognitive process and includes; defining the problem or knowledge gap; analysis of intended audience; developing objectives/assessment strategies; sequencing content and learning activies and evaluation (CMU).

Instructional designer is an individual who applies this systemic methodology based on instructional theory to design and develop content and curriculum, learning support resources and delivery/assessment methodologies (CMU).

Instructional Design Models are "systematic guidelines instructional designers follow in order to create a workshop, course, curriculum, instructional program, or a training session" (McGriff, 2001 ). The ID models are "visualized representations of an instructional design process, showing the main elements or phases, and their relationships" (McGriff). These models include (not all inclusive) the Dick & Carey Model, Addie Model, Kemp Model, ICARE Model, ASSURE Model, and Reigeluth's Elaboration Theory.

Instructional Design Theory guides the practice of the instructional designer and is defined by Reigeluth (1999) in the "green book," Instructional-Design Theories and Models, Volume II , as "a theory that offers explicit guidance on how to better help people learn and develop".

References:

CMU. Center for Instructional Design for Faculty of Central Michigan University.

McGriff, S. (2001). ISD Knowledge Base / Instructional Design & Development / Instructional Systems Design Models.

Reigeluth, C.M., (1999). What is instructional-design theory, and how is it changing?. In C.M. Reigeluth (ed.), Instructional-design theories and models: A new paradigm of instructional theory, volume ii. (pp. 425-459). Hillsdale, NJ: Lawrence Erlbaum Associates.

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