Aims of the course
- To provide a practical introduction to Instructional Design
- To explore effective theories and frameworks for designing learning/training content
- To define effective aims, learning objectives, and learning outcomes
- To explore ways to effectively evaluate the effectiveness of learning and training
- To have participants create an instructional storyboard for a simple learning project
Target audience
Anyone with an interest in the subject: teachers; instructors; professors; digital learning developers; students; learning managers; and anyone who is a stakeholder in the creation and delivery of learning/training content.
Course content overview
This course is designed for those who want to create highly effective instructor-led training, online learning, or mobile learning content — on any subject and for any audience. The course will cover:
- Understanding the function and fundamentals of instructional design
- Designing effective instructional content using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model
- Researching an audience and defining clear aims, learning objectives, and learning outcomes
- Designing an effective learning framework using a storyboard approach
- Evaluating the effectiveness of learning and training delivery
Teaching week 1 - What is instructional design?
Purpose/Learning outcomes
- Describe underlying principles of instructional design (ID) and explain the benefits
- Demonstrate a high-level knowledge of different ID models
- Describe, explain, and compare each of the phases of the ADDIE ID model
- Critically evaluate ADDIE as an appropriate model for ID
- Apply these outcomes to participant’s chosen project. Participants will be asked to justify approaches/choices they make.
Teaching week 2 - Learning domains and Bloom's Taxonomy
Purpose/Learning outcomes
- Compare and contrast the different types of learning gaps and evaluate the optimal approach for a given audience
- State the aspects of evaluating and analysing an audience and its value for ID
- Explain the essential elements and underlying principles of needs analysis
- Evaluate specific example audiences and present appropriate learning strategies
- Describe, discuss, and critically evaluate Gagne and Bloom's idea of Learning Domains
- Describe, discuss, and critically evaluate the use of Bloom's Taxonomy to inform an appropriate learning framework
- Apply these outcomes to participant’s chosen project. participants will be asked to justify approaches/choices they make.
Teaching week 3 - Defining objectives and choosing delivery formats
Purpose/Learning outcomes
- Define what aims, learning objectives, and learning outcomes are
- Write and evaluate effective learning objectives using Blooms verbs
- Compare and contrast different delivery formats
- Evaluate and recommend appropriate delivery formats for different learning use cases
- Apply these outcomes to participant’s chosen project. participants will be asked to justify approaches/choices they make.
Teaching week 4 - Designing content
Purpose/Learning outcomes
- Describe the concept of a learning storyboard and state its value
- Evaluate sample story boards an evaluate their effectiveness
- Compare and contrast different ways to create an effective storyboard screen
- Create a simple storyboard for a chosen project
- Use storyboard screens to help inform the development of learning topics
- Apply these outcomes to participant’s chosen project. participants will be asked to justify approaches/choices they make.
Teaching week 5 - Evaluating learning
Purpose/Learning outcomes
By studying this week the students should be able to:
- Explain the benefits of evaluation and its relationship to analysis and design
- Describe the Kirkpatrick evaluation approach
- Determine which aspects of learning/training should be evaluated
- Discuss shortcomings of the Kirkpatrick approach
- Compare LTEM (Learning Transfer Evaluation Model) approach with Kirkpatrick approach
- Apply these outcomes to participant’s chosen project. participants will be asked to justify approaches/choices they make.
Schedule (this course is completed entirely online)
Orientation Week: 20-26 February 2023
Teaching Weeks: 27 February-2 April 2023
Feedback Week: 3-9 April 2023
Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.
While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).
Virtual Learning Environment
Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards etc).
Certificate of participation
A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.
What our students say:
"Paul was very helpful, very responsive, and put effort and energy into guiding us in the right direction. I would happily recommend this course to any teachers looking to move into instructional design."
"It gave a good broad overview of instructional Design, applicable to a range of experiences and job roles."
"The course met all my expectations. It was structured, pitched and delivered just right. I liked the mix of webinar, activities, and support material."
