Why Are Instructional Design Skills Important?

Proficiency in instructional design is critical when developing, engaging, motivating, and effective learning experiences. Instructional designers employ these skills as they design course materials for participants in various settings. 

Let’s look at some reasons why instructional design skills are important:

• Effective learning experiences: You can structure engaging learning experiences aligned with the desired learning objectives. You offer more effective learning outcomes because learners grasp and retain information better when it is presented in an organized manner.
• Targeted instruction: When you tailor instruction to the audience's specific needs, you help improve the relevance of the content. For example, the instructional methods employed in corporate programs differ from those used for students in a classroom.
  
• Learning theory application: Educational research has proven that different people have different learning styles. You can apply principles of learning theory to create instructional materials based on how people learn best, creating better learning outcomes.
  
• Engagement and motivation: You can incorporate strategies to engage and motivate learners to participate more in the learning process. For example, teachers may use quizzes and multimedia to keep their students more captivated in the classroom. 
  
• Assessment and evaluation: You can develop assessments that accurately measure the achievement of learning objectives. With evaluations, you gauge the effectiveness of your teaching efforts or organization’s training programs and make data-driven improvements. 
  
• Efficiency and cost-effectiveness: By properly designing instructional materials, you streamline the learning process, reducing the time required for training. Efficiency leads to cost savings in reduced training hours and increased productivity.
  
• Adaptability to technology: You can incorporate technology in various formats to meet the needs of diverse audiences. For example, you can use e-learning platforms, simulations, virtual reality, and other digital tools for better content delivery.

Types of Instructional Design Skills

Instructional design skills are necessary to develop learning materials in all fields. Instructional designers use different models to create effective training material.

Below are the top five instructional design models:

1. ADDIE Model 

The ADDIE model is a five-stage process, a systematic approach to instructional design that emphasizes a cyclical process where revisions are made after each evaluation, and the process is started over again.  

Each letter stands for a stage in the five stages of instructional development:

• Analysis: Instructional designers analyze the learning needs and objectives. They gather information about the target audience, existing resources, and challenges.
• Design: Designers create a blueprint for the entire instructional program, outlining content, assessments, and instructional strategies.
  
• Development: Learning instruction developers create instructional materials, including content, multimedia elements, and assessments.
  
• Implementation: Educators deliver the instruction through various methods. For example, virtually or in a classroom.
  
• Evaluation: Examiners assess the effectiveness of their instruction through tests and exams. Instructional designers collect data and feedback to make improvements for future use. 

2. ASSURE Model

The ASSURE model was created by Heirinch and Molenda in 1999. It’s an acronym for:

• Analyze learners: Identify the characteristics and needs of the learners.
• State objectives: Define the learning objectives.
  
• Select materials: Choose appropriate resources for instruction.
  
• Utilize media and materials: Integrate the selected resources into the instruction.
  
• Require learner participation: Encourage active engagement of learners throughout the instruction.
  
• Evaluate and revise: Assess the effectiveness of the instruction, and make necessary revisions based on feedback and evaluation data.

3. 9 Events of Instruction Model 

Gagne's 9 events of instruction were proposed by Robert Gagne in 1965. They involve the events associated with the mental conditions for learning. These include:

• Gain attention: Start with an attention-grabbing introduction to engage learners.
• Inform learner of objectives: Clearly state the learning objectives to set expectations.
  
• Stimulate recall of prior learning: Activate learners' prior knowledge related to the topic.
  
• Present content: Deliver the instructional content using various methods.
  
• Provide learning guidance: Offer guidance, examples, and feedback to aid understanding.
  
• Elicit performance (practice): Have learners practice what they've learned.
  
• Provide feedback: Offer immediate feedback on learner performance.
  
• Assess performance: Evaluate learners' understanding based on the previously set objectives.
  
• Enhance retention and transfer: Encourage learners to apply their new knowledge.

4. Merrill’s Model (Component Display Theory)

David Merrill is an educational researcher who studied many instructional theories. He established five instructional design principles that can be applied in any program to achieve success. They include:

• Problem-centered: Learning is successful when learners are involved in solving real-life problems.
• Activation: Connect new information to learners' existing knowledge.
  
• Demonstration: Provide examples that reflect the learning content.
  
• Application: Provide opportunities for learners to apply what they’ve learned.
  
• Integration: Encourage learners to apply the learned knowledge to their own lives.

5. Kemp Model

This model suggests that besides the learning objectives, instructional designers must also consider other factors, such as learner needs, learning materials, and assessment tools.

The design model consists of nine core elements:

• Establish specific goals for the instructional program and identify potential challenges that may arise during execution.
• Analyze the characteristics of the learners that should be considered in the planning process to ensure the content is tailored to their needs.
  
• Clearly define the course content and thoroughly analyze the components of proposed tasks in alignment with the course's objectives.
  
• Outline the instructional objectives and articulate the desired learning outcomes that learners should achieve.
  
• Organize the content for each instructional unit logically to facilitate effective learning progression.
  
• Create instructional strategies that enable individual learners to master the content and successfully attain the specified learning outcomes.:
  
• Plan the instructional message and choose the most appropriate mode of delivery to convey the content to learners.
  
• Develop evaluation instruments for measuring and assessing learners' progress toward meeting the course objectives.
  
• Select the appropriate resources to support teaching and learning activities, ensuring they align with the instructional goals and strategies.