1. INSTRUCTIONAL DESIGN
Many definitions exist for instructional design 1. Instructional Design as a Process: 2. Instructional Design as a Discipline: 3. Instructional Design as a Science: 4. Instructional Design as Reality:

2. 1. Instructional Design as a Process: Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.

3. 2. Instructional Design as a Discipline:
Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.
3. Instructional Design as a Science:
Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.
4. Instructional Design as Reality:
Instructional design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and she or he checks to see that all parts of the "science" have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion. 

4. USE OF INSTRUCTIONAL DESIGN
1. ID tries to do online what the instructor does in a classroom 2. ID focuses on the most effective way to present content 3. ID begins with the learner and the learner experience 4. ID covers all the phases of good development 5. ID is more effective than e-learning 6. ID creates a transparent process - easier to track and utilize the experiences of development team

5. MODELS OF INSTRUSTIONAL DESIGNS
Prescriptive models provide guidelines or frameworks to organize and structure the process of creating instructional activities. These models can be used to guide your approach to the art or science (your choice) of instructional design. The following are commonly accepted prescriptive design models: 1. ADDIE MODEL 2. DICK AND CAREY MODEL 3. ROBERT GAGNE’SID MODEL 4. MINIMALISM 5. KEMP, MORRISON AND ROSE NINE STEP ID MODEL 6.RAPID PROTOTYPING 7. EPATHIC INSTRUCTIONAL DESIGN

6. BASIC FEATURES OF ID MODELS
Need assessment
Goal and objective identification
Audience and setting analysis
Content and delivery development
Evaluation and redesign

7. ADDIE MODEL
Media sphere provides clients with professional instructional design services to assist in the planning and development of online and blended learning courses. Our instructional designers use the foundations of the ADDIE Model to develop courses and resources.

8. DICK AND CAREY MODEL Stage 1. Instructional Goals
This model describes all the phases of an iterative process that starts by identifying instructional goals and ends with summative evaluation.
Stage 1. Instructional Goals
Stage 2. Instructional Analysis
Stage 3. Entry Behaviors and Learner Characteristics
Stage 4. Performance Objectives
Stage 5. Criterion-Referenced Test Items
Stage 6. Instructional Strategy
Stage 7. Instructional Materials
Stage 8. Formative Evaluation
Stage 9. Summative Evaluation

9. DICK AND CAREY MODEL

10. ROBERT GAGNE’S ID MODEL
This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning.

11. ROBERT GAGNE’S ID MODEL
The theory outlines nine instructional events and corresponding cognitive processes:
Gaining attention (reception)
Informing learners of the objective (expectancy)
Stimulating recall of prior learning (retrieval)
Presenting the stimulus (selective perception)
Providing learning guidance (semantic encoding)
Eliciting performance (responding)
Providing feedback (reinforcement)
Assessing performance (retrieval)
Enhancing retention and transfer (generalization).

13. MINIMALISM Theory of J.M. Carroll
The Minimalist theory of J.M. Carroll is a framework for the design of instruction, especially training materials for computer users.
The theory suggests that
All learning tasks should be meaningful and self-contained activities
Learners should be given realistic projects as quickly as possible
3) Instruction should permit self-directed reasoning and improvising by increasing the number of active learning activities
4) Training materials and activities should provide for error recognition and recovery and,
5) There should be a close linkage between the training and actual system.

14. KEMP, MORRISON AND ROSE NINE STEP ID MODEL
There are nine key elements to the instructional design:
Identify instructional problems, and specify goals for designing an instructional program.
Examine learner characteristics that should receive attention during planning.
Identify subject content, and analyze task components related to stated goals and purposes.
State instructional objectives for the learner.
Sequence content within each instructional unit for logical learning.
Design instructional strategies so that each learner can master the objectives.
Plan the instructional message and delivery.
Develop evaluation instruments to assess objectives.
Select resources to support instruction and learning activities.

15. KEMP, MORRISON AND ROSE NINE STEP ID MODEL

16. RAPID PROTOTYPING
The instructional design team uses the rapid prototyping methodology to develop blended and online courses at Camosun.
Early on the development process a prototype is developed to allow a small sample of learners, instructors and other key stakeholders to evaluate, test and provide feedback on the learning experience.
The model promotes continuous improvement and the integration of feedback throughout the lifecycle of the course development project. To learn more about the rapid prototyping model, contact our instructional design team today!

17. RAPID PROTOTYPING

18. EPATHIC INSTRUCTIONAL DESIGN
It is a most pragmatic approach consists of 5 steps process
Observe – watch daily tasks to gain rich understanding
Capture data – record images, video, open questions
Reflect and analyse – picture current state and visualise desired state of performance to find learning gaps
Brainstorm for solutions – just-in-time, simulation, blended, multimedia, themed, exploration
Develop prototypes – test with learners and refine

19. Stages in developing an Instructional Design
Instructional Goal
Need Analysis
Audience and Environmental Analysis
Performance Objective
Criterion referenced test items
Instructional strategies
Instructional materials
Development
Formative evaluation
Summative evaluation