“A list” instructional design

Abstract

Purpose

The purpose of this paper is to outline an updated, six‐point model for instructional design which takes account of modern delivery trends in learning, such as informal and workflow e‐learning.

Design/methodology/approach

The model is based on empirical research carried out over at least 20 years.

Findings

The paper finds that to adhere to the modern goal of aligning learning with business strategy, we need to predict the needs of the user and select the most useful content and delivery techniques. Until now, the instructional design model for informal and workflow e‐learning did not exist. Learners must be engaged by the learning programme/materials they are using. Learning modules should be narrowly focused to a single learning point. The learning content must be up‐to‐date and always retrievable. Learners must be motivated to use the new information they are being given via the learning materials. The effectiveness of learning materials is enhanced by the designer finding and exploiting something in the piece of learning that is significant to the learners and will affect them emotionally. Learners organise what they know through meaning and association; so, to get people to learn, we have to entice them – via building associations from what they know now to what we are going to teach them. Informal learning modules and workflow learning techniques do not always require delivery via a learning management system. Speed of access to learning materials is now an issue for users.

Originality/value

This paper explores a new – and augmented – model of instructional design which applies particularly to the design of e‐learning materials (which were unknown to the “key” instructional design gurus).

Citation

Lasher, N. (2008), "“A list” instructional design", Industrial and Commercial Training, Vol. 40 No. 7, pp. 381-386. https://doi.org/10.1108/00197850810912252