15 Facets of Instructional Design

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This tool will help you evaluate your courses, identifying ways to make your courses more engaging, and encourage deeper learning.

Move the green markers to indicate where on the design continuum you want your courses to be.

Engaged Learning

Your Continuum

Information Transfer

The goal of the project is to change performance in a visible, measurable way

The goal of the project is to transfer information from instructor to student
Objectives are measurable, on-the-job behaviors
(sell, lead, encrypt, schedule, design)

Objectives describe knowledge
(understand, identify, sort, explain, define)
The format of materials is determined by users' needs and type of activity
(webinar, PDF, online activities)

The format of materials is determined by tradition, the LMS, or what is most convenient for the course creators
The course is immersive as a series of challenging activities

The course is like a presentation that is occasionally interrupted by a quiz.
The authors respect the learners' intelligence and previous experience.

The authors don't trust the learner to draw conclustions and assume they have no experience with the subject matter.
Learners make decisions similar to what they will have to do on the job.

Learners complete activities such as quizzes, trivia games, or other knowledge checks that don't happen on the job.
Feedback from activities show learners the result from choices they have made. They draw conclusions based on this result. (This activity is an excellent example.)

Feedback explicitly tells the learner, "correct" or "incorrect"; they aren't expected to draw conclusions on their own.
Learners can prove they already know material and skip on to more advanced learning.

Everyone is required to view every bit of information regardless of their existing knowledge or performance.
Reference materials in the form of job aids are available separate from the activities. Learners practice using the job aids in the activities.

Reference information is delivered as part of the course. Learners are expected to memorize it or return to the course for review.
Characters are believable; They face complex, realistic challenges with emotionally compelling consequences.

Characters seem fake, preachy, or clueless. Their challenges are minor and presented as intellectual exercises.
The visual graphics in the course are used to convey meaning and information.

The visuals in the course are used to set the mood, like frosting on a cake.
Photos of people show realistic expressions. Illustrations are intended for grownups.

Photos of people are stock photos models and graphics are more appropriate for grade school learners.
Narration is used for:
-- Dramatic realism as in character voices in a scenario)
-- Explaining complex graphics
-- Motivational messages from people who really exist (CEO, Subject Matter Expert)

Narration is used for:
-- Repeating information being displayed on static pages
-- Reading the text on the page
-- Lecturing people on what they should or should not do
The writing is concise, uses contractions and sounds like a magazine
Flesch Reading Ease score of 50 or higher in Microsoft Word

The writing is stiff and wordy. It sounds like a textbook or insurance policy.
Flesch Reading Ease score of 49 or lower in Microsoft Word.
The course materials will pass the WCAG 2 Standards making the content accessible to all learners.

The course materials do not meet the WCAG 2 Standards blocking specific groups from accessing the information.

This chart is based on Map It, the Hands-On Guide to Strategic Training Design by Cathy Moore.
Visit her website https://blog.cathy-moore.com for many other course design guides.

Design and programming by Peter K. Johnson - WebExplorations.com
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Revised: 06-5-20 Print icon courtesy of Eucalyp from www.flaticon.com

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