During the strategy component, organizational, delivery, and management strategies are developed. Specific learning activities, methods, assessments, and resources, such as media, books, CD-ROMS, and websites, are selected and governed by the learning outcomes which have been determined from the analysis of the learner’s needs. Instruction and materials are produced in alignment with the desired outcomes. The delivery and management of these materials and instructional are systematically developed.
Evaluation must then take place to assess the student’s acquisition of knowledge and skills and revisions may be made to further enhance instruction. Learner achievement must be assessed in order to ensure that their needs were met and feedback must also be provided (Merrill, Drake, Lacey, and Pratt, 1966). To facilitate these critical components, instructional designers or practitioners must have or acquire certain skill sets.
Effective instructional designers must have the ability to organize and analyze information, communicate and collaborate effectively with others, solve problems, and conduct and interpret research and data. Because the instructional design process is systematic, practitioners will need to think logically in an organized and orderly fashion. Ideas and information will need to be recorded and utilized. This information, such as a needs assessment, will be used to develop desired goals and then broken down into smaller sub-goals. The practitioner will not only need the ability to organize this data but relay or communicate it to others in the group.
Instructional designers must have the ability to work with others, as well as communicate effectively. Ideas, goals, and research will need to be expressed orally, visually, and in written form. Collaboration will be paramount because designers will work with others on a regular basis in the best interest of the students. Conflict resolution will be a skill that practitioners need immediately when working with other people. Solving problems will not only occur when working closely with others but within the analysis, instructional strategy, evaluation, and revision components.
In order to best plan, manage, and modify effective instruction, instructional designers must have the ability to solve problems. The beginning stages or phase of the instructional design model require that the practitioner analyzes the needs of the learner. In doing so, problems may arise and will need to be addressed. Every step will require that the individual applies techniques and strategies to provide effective instructional products and programs.
The instructional design model consists of many components that are crucial in order to best educate students. Practitioners and designers will need to acquire or have skill sets specific to the field. Competencies in these areas will not only benefit the students, but enable educators and designers to impact a wide variety of learners.
Resources
Ertmer, Peggy A. & Quinn, James. (2003) The ID CaseBook Case Studies in Instructional Design. Pearson Education, Inc. Upper Saddle River, NJ Merrill Prentice Hall.
Merrill, David M., Drake, Leston, Lacy, Mark J., & Pratt, Jean. (1966). Reclaiming Instructional Design. Educational Technology. 39 (5), 5-7. [On-line] Available:
Smith, Patricia L. & Ragan.(1999). Instructional Design, Second Edition. John Riley & Sons, Inc., Hoboken, New Jersey.
IBSTIPI Competencies for Instructional Design. [On-line] Available:
