SCHOOL OF INFORMATION AND LIBRARY SCIENCE
University of North Carolina at Chapel Hill
INLS 214
  INSTRUCTIONAL DESIGN  

Summer 2005

A Generic Instructional Design Model

Although there are many models, most include the following processes:

  • Analysis -- defining what is to be learned
  • Design -- specifying how learning will occur
  • Development -- authoring and producing the material
  • Implementation -- using the instruction in the real world
  • Evaluation -- determining the impact of instruction

The Analysis process includes three components:

  • Needs Analysis -- output: problem statement
    -- What is the problem?
    -- How do we solve it?

  • Task Analysis -- output: behavioral task statements
    -- What is the content? or
    -- What is the job?

  • Instructional Analysis -- output: learner entry level
    -- What must be learned?

The Design process focuses on the following questions to achieve these possible outputs: measurable objectives, criterion-referenced tests, design specifications:

  • What are the objectives?
  • How will we know if the objectives are met?
  • What instructional strategy will achieve the objectives?
  • What media and methods are most effective?

The Development process involves three steps with the following outputs: storyboard, script, exercises, revisions based on pilot test:
  • Draft materials
    -- What will the materials say?

  • Media Production
    -- How will the materials look and sound?

  • Formative Evaluation
    -- Do the materials meet quality standards?
    -- Do students learn from them?
    -- How can we improve them?

The Implementation process involves handing the course over to whomever will take the responsibility for it. Perhaps the author or designer of the course is the same person who will implement it but sometimes these two components involve different people. Outputs may include teacher and adminstrator guides, systems for tracking student progress, procedures for monitoring resource consumption

The Evaluation step concerns three questions:

  • Have we solved the problem?
  • What is the impact of the training? -- output: project report
  • What needs to change? -- output: recommendations for change

Revised May 18, 2005.