What is Instructional Design
Nazario L. Medellin
Nazario L. Medellin
Jan 30, 2025
Jan 30, 2025
What is Instructional Design
Introduction
Instructional design is the process by which we create effective results-driven training through the use of frameworks and learning theories.¹ While this is a simplified definition, I want to ensure we draw emphasis on results—as they make the difference between effective and ineffective instructional design. Results are predicated on a series of efficient frameworks and effective learning-theories. The function of instructional design is therefore a means to an actualized end. The end in our case is action. Results are the actions that learners acquire after going through an effective learning process. In this article, we will define instructional design through its frameworks, processes, and the various learning theories that lead to desired action.
The Frameworks
Also known as models, frameworks are the systems we use to design training. These systems have a long history in learning science. Not only do they guide our design process, but they also help structure it. ADDIE, SAM, Bloom’s Taxonomy, and Backward Design are just some of the various useful frameworks at our disposal. These frameworks also provide a sense of direction which we can use to help our learners reach their actualized end goal.
As designers we are not beholden to any one structuring system, but it is important that we understand how each one works. Some of these frameworks will overlap and synthesize depending on our structuring needs. For example, I come from a UX Design background, and I tend to frame my process by using design thinking which is the backbone of the Hasso Plattner Institute of Design at Stanford more commonly known as d.school and was popularized by the design firm—IDEO.²
I like to combine design thinking and the ADDIE Model in my instructional design process. The principles of design thinking are the following: empathy, define, ideate, prototype, and test. The ADDIE Model is the acronym for Analysis, Design, Develop, Implement, and Evaluate which can be thought of as the core structural model of instructional design simply because of its longevity in the field. One way to synthesize these frameworks is by combining the first two principles of design thinking—empathize and define—to guide the Analysis principle of the ADDIE Model. By empathizing with learners and defining the instructional problem, we can analyze our way to an effective solution. This is one way the frameworks allow for a synthetic structuring of instruction.
As mentioned we are not beholden to any one theory, but it is important to know what systems are at our disposal. It is possible to become overwhelmed with all the systems so I suggest learning one and running with it. Our processes will eventually change the more information we acquire and learn about not just the people we design for but ourselves.
Learning Theories
Learning theories also help guide our process. They help us determine what instructional strategies, activities, and assessments to use. The strategies we use will speak to the modalities (content formants) of our content delivery. Whether our content will be presented in an interactive presentation, text, audio, video, or a mixture of all these modalities, can depend on the learning strategies we choose. The three main learning theories in instructional design are: behaviorism, cognitivism, and constructivism.
We can think of behaviorism learning through a visible and measurable change in behavior. When it comes to behaviorism, effective results come from changing the learner’s behavior—hence the name behaviorism.³ When measuring behaviorists learning strategies, we are not concerned with the mental processes of the learner but whether or not they’ve shown a change in behavior. This is a simple definition, and it goes more into more depth such as things like conditioning. Psychologist B.F. Skinner wrote extensively about behaviorism. One way behaviorism is implemented in instructional design is through a reward or points based system. Rewarding positive behavior through instruction game-like (gamification).
Behaviorist strategies can be beneficial when changing behavior but they lack depth and self-awareness. Some critics suggest that the methodical process of behaviorism ignores the complex processes that occur in learning.⁴ In other words, lack of the learner’s internal considerations can lead to lack of learner engagement which may hinder learning. Congitivism views the brain like a hard drive that stores memory for recall. In other words it is input and output. Learners are provided information which is stored in a large warehouse to later be retrieved.⁵ Cognitivists strategies are focused on the brain, memory, insights, problem solving and memory.
Constructivism which has multiple variations centered on the core idea that learners construct their own knowledge as they process and make sense of their experiences making constructivism is learner centered.⁶ Instruction is presented in a fashion that allows the learner to create knowledge as opposed simply transferring information to the learner. The oldest method of a constructivist strategy would be utilizing Socratic reasoning where the learner is guided. Instead of supplanting information in the learner, the instructor facilitates and uses inquiry and other similar approaches so that the learner may come to the desired conclusion.
Conclusion
The focus of instructional design is in the results that stem from learning. What a learner can do after going though training is predicated on the systems, and theories applied into the design process. Frameworks are the systems by which we outline, design, and create instructional material and learning theories focus on how to best deliver the learning material. In the end, the sole function of instructional design is whether or not the instruction produced effective results. The learners should and ought to be a large reason behind your intentions to create meaningful designs.
Bibliography
Clark, Ruth Colvin, and Richard E Mayer. E-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning. 3rd ed. San Francisco, Calif: Pfeiffer, 2011.
Friis Dam, Rikke, and Yu Siang, Teo. “The History of Design Thinking.” Interaction Design Foundation. January 30, 2025. https://www.interaction-design.org/literature/article/design-thinking-get-a-quick-overview-of-the-history?srsltid=AfmBOopsNJq4oRV8C0EkUfmhJBfj5_o8EsO-FOLAdYVJiy85ki9GK6pb
What is Instructional Design
Introduction
Instructional design is the process by which we create effective results-driven training through the use of frameworks and learning theories.¹ While this is a simplified definition, I want to ensure we draw emphasis on results—as they make the difference between effective and ineffective instructional design. Results are predicated on a series of efficient frameworks and effective learning-theories. The function of instructional design is therefore a means to an actualized end. The end in our case is action. Results are the actions that learners acquire after going through an effective learning process. In this article, we will define instructional design through its frameworks, processes, and the various learning theories that lead to desired action.
The Frameworks
Also known as models, frameworks are the systems we use to design training. These systems have a long history in learning science. Not only do they guide our design process, but they also help structure it. ADDIE, SAM, Bloom’s Taxonomy, and Backward Design are just some of the various useful frameworks at our disposal. These frameworks also provide a sense of direction which we can use to help our learners reach their actualized end goal.
As designers we are not beholden to any one structuring system, but it is important that we understand how each one works. Some of these frameworks will overlap and synthesize depending on our structuring needs. For example, I come from a UX Design background, and I tend to frame my process by using design thinking which is the backbone of the Hasso Plattner Institute of Design at Stanford more commonly known as d.school and was popularized by the design firm—IDEO.²
I like to combine design thinking and the ADDIE Model in my instructional design process. The principles of design thinking are the following: empathy, define, ideate, prototype, and test. The ADDIE Model is the acronym for Analysis, Design, Develop, Implement, and Evaluate which can be thought of as the core structural model of instructional design simply because of its longevity in the field. One way to synthesize these frameworks is by combining the first two principles of design thinking—empathize and define—to guide the Analysis principle of the ADDIE Model. By empathizing with learners and defining the instructional problem, we can analyze our way to an effective solution. This is one way the frameworks allow for a synthetic structuring of instruction.
As mentioned we are not beholden to any one theory, but it is important to know what systems are at our disposal. It is possible to become overwhelmed with all the systems so I suggest learning one and running with it. Our processes will eventually change the more information we acquire and learn about not just the people we design for but ourselves.
Learning Theories
Learning theories also help guide our process. They help us determine what instructional strategies, activities, and assessments to use. The strategies we use will speak to the modalities (content formants) of our content delivery. Whether our content will be presented in an interactive presentation, text, audio, video, or a mixture of all these modalities, can depend on the learning strategies we choose. The three main learning theories in instructional design are: behaviorism, cognitivism, and constructivism.
We can think of behaviorism learning through a visible and measurable change in behavior. When it comes to behaviorism, effective results come from changing the learner’s behavior—hence the name behaviorism.³ When measuring behaviorists learning strategies, we are not concerned with the mental processes of the learner but whether or not they’ve shown a change in behavior. This is a simple definition, and it goes more into more depth such as things like conditioning. Psychologist B.F. Skinner wrote extensively about behaviorism. One way behaviorism is implemented in instructional design is through a reward or points based system. Rewarding positive behavior through instruction game-like (gamification).
Behaviorist strategies can be beneficial when changing behavior but they lack depth and self-awareness. Some critics suggest that the methodical process of behaviorism ignores the complex processes that occur in learning.⁴ In other words, lack of the learner’s internal considerations can lead to lack of learner engagement which may hinder learning. Congitivism views the brain like a hard drive that stores memory for recall. In other words it is input and output. Learners are provided information which is stored in a large warehouse to later be retrieved.⁵ Cognitivists strategies are focused on the brain, memory, insights, problem solving and memory.
Constructivism which has multiple variations centered on the core idea that learners construct their own knowledge as they process and make sense of their experiences making constructivism is learner centered.⁶ Instruction is presented in a fashion that allows the learner to create knowledge as opposed simply transferring information to the learner. The oldest method of a constructivist strategy would be utilizing Socratic reasoning where the learner is guided. Instead of supplanting information in the learner, the instructor facilitates and uses inquiry and other similar approaches so that the learner may come to the desired conclusion.
Conclusion
The focus of instructional design is in the results that stem from learning. What a learner can do after going though training is predicated on the systems, and theories applied into the design process. Frameworks are the systems by which we outline, design, and create instructional material and learning theories focus on how to best deliver the learning material. In the end, the sole function of instructional design is whether or not the instruction produced effective results. The learners should and ought to be a large reason behind your intentions to create meaningful designs.
Bibliography
Clark, Ruth Colvin, and Richard E Mayer. E-Learning and the Science of Instruction : Proven Guidelines for Consumers and Designers of Multimedia Learning. 3rd ed. San Francisco, Calif: Pfeiffer, 2011.
Friis Dam, Rikke, and Yu Siang, Teo. “The History of Design Thinking.” Interaction Design Foundation. January 30, 2025. https://www.interaction-design.org/literature/article/design-thinking-get-a-quick-overview-of-the-history?srsltid=AfmBOopsNJq4oRV8C0EkUfmhJBfj5_o8EsO-FOLAdYVJiy85ki9GK6pb
