1. Analysis
1.1. Description: In this phase, we analyze our instructional goals, our learners, and our available modes of instruction
1.1.1. ACTIONS: -Determine and clearly define goals of instruction -Meet learners where they are- what background knowledge do they have in place, and what concepts are new to them? What motivates them, and how do we keep them motivated in instruction? -Identify the specific steps and sub-steps that are necessary for learner to meet those goals
2. Design
2.1. Description: The instructional designer creates a detailed, structured framework informed by previous analysis.
2.1.1. ACTIONS: -Break down learning goals into deliverable units -Decide delivery system- will this course be online? In a classroom? -Consider types of assignments and materials that will be available to learners, and how these will help achieve the goals outlined in analysis phase -In this phase you can storyboard to create an overview and prototype of the course
3. Development
3.1. Description: This step builds off of the framework that the instructional designer created in the previous step. In this phase, we create and fine-tune the course content.
3.1.1. ACTIONS: -Begin to develop actual course material based on established framework from Design phase -Thoroughly test the content to make sure it works as intended -If you're able, you can do a pilot course to generate feedback. This feedback re-inform the analysis or design phases -Consider the audience's reaction. Is the course easy to navigate? Are the graphics appealing? This is the time to add final touches to enhance the course
4. Implementation
4.1. Description: At this point, the coursework has been created and can be accessed by students and the instructor will monitor.
4.1.1. ACTIONS: -Upload new course to LMS and confirm final details of who will enroll, how they will be graded, and how long they have to take the course -If course is in person, gather needed materials for instruction and set up the classroom or learning space accordingly -Continue to keep an eye on how the course is going so that any implementation issues can be corrected
5. Evaluation
5.1. Description: Finally, students are evaluated on their progress. The instructional designer should reflect on the original goals of instruction, and determine if they were met. The designer should also use feedback to inform future course iterations
5.1.1. ACTIONS: -Evaluate students on their learning -Ask: Were the instructional goals met? What feedback was provided by the learners? -Look for patterns, and if multiple students didn't understand certain concepts or processes, re-design this section of the course -Use information gleaned in the evaluation phase to refine the course as needed