Instructional Design in the Real World: A View from the Trenches

Citation

Barker, P. (2004), "Instructional Design in the Real World: A View from the Trenches", The Electronic Library, Vol. 22 No. 2, pp. 190-191. https://doi.org/10.1108/02640470410533498

As we move towards a “science of teaching and learning”, instructional design (ID) has become an important process because it usually underpins the development of effective and efficient educational resources – particularly, those that are delivered using electronic learning (e‐learning) techniques. In many “professional development” circles, the overall process of instructional design is often described in terms of five basic underlying activities: analyse, design, develop, implement and evaluate. Together, these are often referred to by the acronym “ADDIE”. Sometimes, a “plan” phase precedes these – thereby producing a “PADDIE”!

This book, edited by Anne‐Marie Armstrong, contains a collection of 13 chapters that have been contributed by various authors from a range of different countries – the USA, Australia, Canada, Belgium, Greece and Ireland. The thirteen chapters that make up the book are organised into two logical sections that deal with the various “ADDIE processes” (ten chapters) and “new methodologies and system integration” (three chapters).

Within the first part of the book there are two chapters on analysis. These are followed by five chapters that are devoted to the theme design, develop and implement and three chapters on the topic of evaluation. Each of the first two chapters introduces an interesting perspective on the analysis phase of ID. Chapter 1 considers the use of a “concerns matrix” for identifying important issues that need to be addressed when considering the introduction of a training intervention. In Chapter 2, a description is given of a novel application of environmental analysis for the design of a custom‐built e‐learning facility for adult learners within a factory setting. Chapters 3 through 7 consider the “DDI” parts of the ADDIE process. These chapters cover some interesting “ground” – such as, the adequacy of ID models, the utility of contextual analysis, the incorporation of cognitive strategies into the ADDIE process and the pragmatic issues involved in developing and delivering resources for use within different types of learning environment (both academic and non‐academic). The three chapters that deal with the evaluation phase of ID explore a range of different evaluation instruments. These involve the use of log‐file analysis, think‐aloud protocols, use of a “V‐model”, online surveys, paper‐based surveys and the application of OID (online instructional design) standards for evaluating courses.

The last three chapters on the book (on the theme “new methodologies and system integration”) cover a range of topics of current interest. These chapters deal with, respectively: the use of “reusable learning objects” and “reusable information objects” in order to streamline the development of Web‐based instruction; the integration of information and communication technologies within university settings; and the development of integrated training environments by combining appropriate performance and quality improvement models (such as QFD – quality function deployment) into the traditional ID model.

Overall, I think this book gives a highly readable account of the pragmatics of instructional design as experienced by those who are actually involved in “doing it”. It contains a wealth of valuable information in terms of the techniques and tips that are embedded within it. Interestingly, as well as being available in conventional paperback and hardback formats, this book is also available as an electronic book (e‐book) – with its own unique e‐ISBN!