Instructional design ( ID ), or instructional system design ( ISD ), is the practice of creating "instructional experiences that make the acquisition of knowledge and skills become more efficient, effective, and interesting ". The process is broadly composed of determining the circumstances and needs of learners, defining the ultimate goal of instruction, and creating multiple "interventions" to assist in the transition. The results of these instructions can be directly observed and measured scientifically or completely hidden and assumed. There are many instructional design models but many are based on the five-phase ADDIE model: analysis, design, development, implementation, and evaluation. As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology, although recent constructivism has influenced thinking in the field.
Video Instructional design
Histori
Origins
During World War II, a large number of training materials for the military were developed based on the principles of teaching, learning, and human behavior. The test to assess learners' abilities is used to screen candidates for training programs. After the success of military training, psychologists began to view training as a system, and developed various analytical, design, and evaluation procedures. In 1946, Edgar Dale described the hierarchy of learning methods, arranged intuitively by his concrete.
1950s
B. F. Skinner 1954 article " Learning and Teaching Arts " suggests that an effective teaching material, called programmed instruction, should include small steps, frequent questions, and direct feedback; and should allow self-pacing. Robert F. Mager popularized the use of learning objectives with the 1962 article " Preparing Goals for Programmed Instructions" . This article describes how to write goals including desired behavior, learning conditions, and assessment. In 1956, a committee headed by Benjamin Bloom published an influential taxonomy with three domains of learning: cognitive (what one knows or thinks), psychomotor (what one does, physically) and affectively (what one feels, what someone has). This taxonomy still affects instruction design.
1960s
Robert Glaser introduced "referenced measures" in 1962. Unlike tests that refer to norms in which a person's performance is compared to group performance, tests referenced by criteria are designed to test individual behavior in relation to objective standards. It can be used to assess entry-level behavior of learners, and the extent to which learners have developed mastery through an instructional program.
In 1965, Robert Gagne (see below for more information) describes three learning result domains (cognitive, affective, psychomotor), five learning outcomes (Verbal Information, Intellectual Skills, Cognitive Strategies, Attitudes, Motor Skills), and nine events instruction in " The Condition of Learning ", which is the basis of instructional design practice. Gagne's work in studying hierarchy and hierarchical analysis led to important ideas in instruction - to ensure that learners acquire prerequisite skills before attempting higher.
In 1967, after analyzing the failure of training materials, Michael Scriven suggested the need for formative assessments - for example, to try teaching materials with learners (and appropriate revisions) before declaring them done.
1970s
During the 1970s, the number of instructional design models was greatly improved and prospered in various sectors in the military, academia, and industry. Many instructional design theorists have begun to adopt an information-based approach to instruction design. David Merrill, for example, developed Component Display Theory (CDT), which concentrates on the presentation of instructional materials (presentation techniques).
1980s
Although interest in instructional design continues strongly in business and military, there is little evolution of ID in school or higher education. However, educators and researchers are beginning to consider how personal computers can be used in a learning environment or study room. PLATO (Programmed Logic for Automatic Teaching Operation) is one example of how computers began to be integrated into the instructions. Many of the first uses of computers in the classroom are for "drill and skill" exercises. There is a growing interest in how cognitive psychology can be applied to instructional design.
1990s
The influence of constructivist theory on instructional design became more prominent in the 1990s as a counter to more traditional cognitive learning theories. Constructivists believe that the learning experience should be "authentic" and produce a real-world learning environment that allows participants to build their own knowledge. This emphasis on learners is a significant departure from traditional forms of instructional design.
Improved performance is also seen as an important outcome of learning to consider during the design process. The World Wide Web appears as an online learning tool with hypertext and hypermedia recognized as a good tool for learning. As technological advances and constructivist theories are increasingly popular, the use of technology in the classroom began to evolve from most drill exercises and skills into more interactive activities requiring more complex thinking on the learner's part. The first rapid prototype was seen in the 1990s. In this process, the instructional design project is made prototype quickly and then inspected through a series of experiments and revise the cycle. This is a great departure from traditional instructional design methods that take longer to complete.
2000-2010
Online learning becomes commonplace. Technological advances allow for sophisticated simulations with an authentic and realistic learning experience.
In 2008, the Association for Educational Communications and Technology (AECT) changed the definition of Educational Technology into "studies and ethical practices facilitate learning and improve performance by creating, using, and managing appropriate technology processes and resources".
Since 2010
The academic degree focuses on the integration of technology, the internet, and human-computer interaction with education that gains momentum with the introduction of the School of Design and Learning (LDT). Universities such as Bowling Green State University, Penn State, Purdue, San Diego State University, Stanford, Harvard University of Georgia, California State University, Fullerton and Carnegie Mellon University have established undergraduate and postgraduate degrees in technology-centered methods for designing and delivering education.
Maps Instructional design
Instructional media history
Robert Gagnà ©The work of Robert Gagnà © is widely used and quoted in instructional design, as exemplified by over 130 citations in leading journals in the field during the period from 1985 to 1990. Synthesizing the idea of ​​behaviorism and cognitivism, it provides a clear template. , which is easy to follow for designing instructional events. The instructional designer who follows Gagnà © theory may have very focused and efficient instructions.
Overview
Taxonomy
Robert Gagnà © classify the types of learning outcomes by asking how lessons can be demonstrated. Domains and learning outcomes in accordance with standard verbs.
- Cognitive Domains
- Oral information - stated: states, reads, notifies, states
- Intellectual skills - label or classify concepts
- Intellectual skills - apply rules and principles
- Intellectual skills - problem solving by generating solutions or procedures
- Discrimination: differentiate, differentiate, differentiate
- Concrete Concept: identify, name, specify, label
- Defined Concepts: classify, categorize, type, sort (by definition)
- Rule: demonstrate, show, solve (using one rule)
- Higher rule rules: create, develop, solve (using two or more rules)
- Cognitive strategy - used to learn: adopt, create, derive
- Affective Domains
- Attitude - indicated by selecting options: select, select, choose, favor
- Psychomotor Domains
- Motor skills - enable physical performance: execute, perform, execute
Nine events
According to GagnÃÆ'Â ©, learning takes place in a series of nine learning events, each of which is a condition for learning that must be completed before moving on to the next sequence. Similarly, instructional events must reflect learning events:
- Obtaining attention: To ensure acceptance of incoming instructions, teachers provide stimulus to learners. Before the learners can begin processing any new information, the instructor should get the attention of the learners. This may require the use of sudden changes in instructions.
- Inform learners about the purpose: The teacher tells the learner what they will be able to do because of the instruction. The teacher communicates the desired result to the group.
- Stimulate given previous learning: The teacher asks to remember the relevant knowledge that exists.
- Presents stimulus: Teachers emphasize different features.
- Provide study guide: Teacher helps students in understanding (semantic coding) by providing organization and relevance.
- Attractive performance: The teacher asks participants to respond, demonstrate learning.
- Provide feedback: Teachers provide informative feedback on learners' performance.
- Assessing performance: Teachers need more learner performance, and provide feedback, to strengthen learning.
- Improve retention and transfer: Teachers provide a variety of practices to generalize abilities.
Some educators believe that the Gagnà © taxonomy of learning outcomes and instruction events oversimplify the learning process by overly prescribing. However, using them as part of a complete instructional package can help many educators to become more organized and stay focused on instructional goals.
Influence
Robert Gagnà © 's work has been the basis of instructional design since the early 1960s when he conducted research and developed training materials for the military. Among the first to coin the term "instructional design", GagnÃÆ'  © developed several initial instructional design ideas and ideas. These models have laid the groundwork for more current instructional design models from theorists such as Dick, Carey, and Carey (The Dick and Carey Systems Approach Model), Instructions Design Model Jerold Kemp, and David Merrill (First Principles of Merrill). Each of these models is based on a set of core learning phases that include (1) previous experience activation, (2) demonstration of skills, (3) skills application, and (4) integration or these skills into real-world activities. The image below illustrates these five ideas.
GagnÃÆ' F's main focus for instructional design is how instruction and learning can be systematically connected to instruction design. He emphasizes the principles of design and procedures that need to be done for effective teaching and learning. The initial idea, along with other early instructional designer ideas, is outlined in the Psychological Principles of Systematic Development, written by Roberts B. Miller and edited by Gagnà ©  ©. GagnÃÆ' © believes in internal learning and motivation that paves the way for theorists like Merrill, Li, and Jones who designed The Instructional Transaction Theory, Reigeluth and Stein's Elaboration Theory, and especially, Motivation and Design Model ARCS Keller.
Before Robert GagnÃÆ' ©, learning is often regarded as a uniform single process. There is little or no difference made between "learning to load a rifle and learning to solve complex mathematical problems". Gagnà © offers an alternative view that develops the idea that different learners require different learning strategies. Understanding and designing instruction based on learning styles defined by individuals brings new theories and approaches to teaching. Understanding GagnÃÆ' © and the theories of human learning are added significantly to understanding the stages in processing and cognitive instruction. For example, GagnÃÆ'  © argues that instructional designers should understand the characteristics and functions of short-term and long-term memory to facilitate meaningful learning. This idea encourages instructional designers to incorporate cognitive needs as a top-down learning approach.
GagnÃÆ'Â © (1966) defines the curriculum as a sequence of content units organized so that the learning of each unit can be solved as a single act, as long as the ability described by the previously defined units (in sequence) has been mastered by the student.
Its curriculum definition has been the basis of many important initiatives in schools and other educational environments. In the late 1950s and early 1960s, GagnÃÆ' Â © has stated and established an interest in applying theory to practice with special interest in applications for teaching, training and learning. Improving the effectiveness and efficiency of the practice is of special concern. His continuing attention to practice while developing theories continues to influence education and training.
Gagnà © work has had a significant influence on American education, and military and industrial training. Gagnà ©  © is one of the earliest developers of the conceptual design of instructional systems that demonstrate the components of the lessons can be analyzed and should be designed to operate together as a unified plan for instruction. In the "Educational and Learning Process Technology" (Educational Researcher, 1974), GagnÃÆ'  © defines instruction as "a series of planned external events that affect the learning process and thus encourage learning".
Learning design
The concept of instructional design arrived in the technological literature for education in the late 1990s and early 2000s with the idea that "designers and instructors must choose their own best mix of behaviorist learning experience and constructivist for their online course". But the concept of instructional design may be as old as the concept of teaching. The design of learning can be defined as "a description of the teaching-learning process that occurs within the learning unit (eg, courses, lessons or other designed learning events)".
As summarized by the UK, the design of learning can be attributed to:
- Learning design concept
- Implementation of concepts created by studying design specifications such as PALO, IMS Learning Design, LDL, SLD 2.0, etc.
- Technical realization around concept implementation such as TELOS, RELOAD LD-Author, etc.
Models
ADDIE process
Perhaps the most commonly used model for creating teaching materials is the ADDIE Model. This acronym is an abbreviation of the 5 phases contained in the model (Analysis, Design, Development, Implementation, and Evaluation).
A Brief History of ADDIE Development - The ADDIE model was originally developed by Florida State University to explain "the process involved in the formulation of an instructional system development program (ISD) for inter-military intersvice training that will adequately train individuals to do certain work and which can also be applied to any interservice curriculum development activity. "The initial model contains several steps under the original five phases (Analysis, Design, Development, Implementation, and [Evaluation and Control]), whose completion is expected before the next phase of movement can occur. Over the years, the steps were revised and eventually the model itself became more dynamic and interactive than the original hierarchical lows, until the most popular version appeared in the mid-80s, as we understand today.
Five phases are listed and explained below:
Analysis - The first phase of content development is Analysis. Analysis refers to gathering information about one's audience, tasks to be completed, how participants will see the content, and the overall objectives of the project. The instructional designer then classifies the information to make the content more applicable and successful.
Design - The second phase is the Design phase. In this phase, the instructional designers begin to create their projects. The information gathered from the analysis phase, together with the theory and instructional design model, is intended to explain how learning will be obtained. For example, the design phase begins with writing the learning objectives. Tasks are then identified and broken down into easier designers. The final step determines the type of activity required for an audience to meet the objectives identified in the Analysis phase.
Develop - The third phase, Development, involves the creation of activities to be carried out. At this stage the blueprint of the design stage is strung together.
Implement - Once the content has been developed, then Implemented. This stage allows the instructional designer to test all materials to determine if they are functional and appropriate for the intended audience.
Evaluate - The last phase, Evaluate, ensures material reaches the desired destination. The evaluation phase consists of two parts: formative and summative assessment. The ADDIE model is a recurrent instructional design process, which means that at every stage the designer can assess project elements and revise them if necessary. This process incorporates formative assessments, while summative assessments contain tests or evaluations made for the content being implemented. This final phase is very important for the instructional design team as it provides the data used to change and improve the design.
Connecting all phases of the model is an opportunity of external revision and reciprocity. As in the internal Evaluation phase, revisions should and can be done throughout the process.
Most of the current instructional design models are variations of the ADDIE process.
Quick prototyping
The adaptation of the ADDIE model, which is used occasionally, is a practice known as rapid prototyping.
Advocates suggest that through repetitive processes verification of design documents saves time and money by catching problems while they are still easily fixed. This approach is not new to instruction design, but appears in many design-related domains including software design, architecture, transportation planning, product development, message design, user experience design, etc. In fact, some proponents of prototyping designs claim that a sophisticated understanding of the problem is incomplete without creating and evaluating some sort of prototype, regardless of the rigor of analysis that may have been applied up front. In other words, preliminary analysis is rarely sufficient to allow a person to confidently choose a learning model. For this reason many traditional methods of instructional design are beginning to be seen as incomplete, naive, and even counter-productive.
However, some consider the rapid prototype to be a rather simple model type. As with this argument, in the heart of Instructional Design is the analysis phase. Once you actually do the analysis - you can choose a model based on your findings. That is the area where most people get caught - they do not do a thorough analysis. (Part of Articles By Chris Bressi on LinkedIn)
Dick and Carey
Another well-known instructional design model is The Dick and Carey Systems Approach Model. The model was originally published in 1978 by Walter Dick and Lou Carey in their book The Systematic Design of Instruction.
Dick and Carey made a significant contribution to the field of instructional design by championing the views of the instruction system, in contrast to defining instructions as the number of isolated sections. This model addresses the instruction as an entire system, focusing on the interrelationships between context, content, learning, and instruction. According to Dick and Carey, "Components such as instructors, learners, materials, learning activities, delivery systems, and learning and performance environments interact with each other and work together to produce desired student learning outcomes". Component Model Approach System, also known as Dick and Carey Model, is as follows:
- Instructional Target Identification: A goal statement describing the skills, knowledge, or attitudes (SKA) expected to be obtained by the learners
- Perform Instructional Analysis: Identify what the learner should remember and identify what the learner should be able to do for a particular task
- Student Analysis and Context: Identify common characteristics of the target audience, including previous skills, prior experience, and basic demographics; identify characteristics that are directly related to the skills to be taught; and perform performance analysis and learning analysis.
- Write Performance Goals: Objectives consist of description of behavior, conditions and criteria. The objective component describing the criteria will be used to assess the learner's performance.
- Developing the Assessment Instrument: The purpose of testing admission behavior, pretesting objectives, post-testing objectives, practical items/practical purposes
- Developing Learning Strategies: Pre-instruction Activities, Content Presentation, Participant Participation, Assessment
- Develop and Select Instructional Materials
- Design and Behavior of Formative Evaluation of Instructions: Designers try to identify areas of teaching materials that need to be improved.
- Revise Instructions: To identify a bad item and to identify bad instructions
- Designing and Conducting a Summary Evaluation
With this model, components run iteratively and parallelically, rather than linearly.
Guaranteed Learning
Instructional design model, Guaranteed Learning, formerly known as Instructional Development Learning System (IDLS). This model was originally published in 1970 by Peter J. Esseff, PhD and Mary Sullivan Esseff, PhD in their book titled IDLS - Pro Trainer 1: How to Design, Develop, and Validate Instructional Materials .
Peter (1968) & amp; Mary (1972) Esseff both received a doctorate in Educational Technology from the Catholic University of America under Dr. Gabriel Ofiesh, a founding father of the Military Model mentioned above. Esseff and Esseff synthesize existing theories to develop their approach to systematic design, "Guaranteed Learning" aka "Learning Learning Learning System" (IDLS). In 2015, Peter and Mary Esseff create an eLearning course to enable participants to take online GL courses under the direction of Dr. Esseff.
The components of the Guaranteed Learning Model are as follows:
- Design task analysis
- Develop test criteria and performance measures
- Develop interactive learning materials
- Validate interactive learning materials
- Create simulations or performance events (Case Studies, Role Roles, and Demonstrations)
More
Other useful instructional design models include: Smith/Ragan Model, Morrison/Ross/Kemp Model and OAR Model instructional design in higher education, as well as, Wiggins's theory of rear design.
Learning theories also play an important role in the design of teaching materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and determine the outcomes of teaching materials.
Also see: Managing Learning in High Performance Organizations, by Ruth Stiehl and Barbara Bessey, from The Learning Organization, Corvallis, Oregon. ISBN: 0-9637457-0-0.
Motivational design
Motivation is defined as an internal drive that activates behavior and gives it direction. The term motivational theory relates to a process that describes why and how human behavior is activated and directed.
The concept of motivation
Intrinsic and Extrinsic Motivation
- Instrinsics: defined as doing an activity for inherent satisfaction rather than for some detrimental consequences. When intrinsically motivated a person is moved to act on pleasure or challenges rather than external rewards. Intrinsic motivation reflects the desire to do something because it is fun. If we are intrinsically motivated, we will not worry about external rewards like praise.
- Example: Write a short story because you love to write it, read a book because you are curious about the topic, and play chess because you enjoy hard-earned thoughts
- Extrinsic: reflects a desire to do something because of external rewards such as rewards, money, and praise. People who are extrinsically motivated may not enjoy certain activities. They may just want to engage in certain activities because they want to receive external rewards.
- Example: A writer who only writes poems for submission to poetry contest, a person who does not like sales but accepts sales positions because he wants to get above average salary, and someone chooses majors in college based on salary and prestige, not personal interests.
John Keller has devoted his career to researching and understanding motivation in the learning system. This decade of work is a major contribution to the field of instructional design. First, by applying systematic theories of motivation to design theory. Second, in developing a unique problem-solving process that he calls ARCS Motivation.
ARCS MODEL
The ARCS Motivation Design Model was created by John Keller while he was researching ways to complement the learning process with motivation. This model is based on Tolman and Lewin's expectancy theory, which assumes that people are motivated to learn if there is value in the knowledge presented (ie to meet personal needs) and if there is an optimistic hope for success. This model consists of four main areas: Attention, Relevance, Confidence, and Satisfaction.
Attention and relevance according to John Keller's ARCS motivation theory is essential for learning. The first 2 of the 4 key components to motivate learners, attention, and relevance can be regarded as the backbone of the ARCS theory, the final component depending on the first.
Components
Caution
The attention mentioned in this theory refers to the interest displayed by learners in taking the concept/ideas taught. This component is divided into three categories: perceptual passion, using a surprise or an uncertain situation; call attention, offer questions and/or challenging issues to answer/resolve; and variability, using a variety of resources and teaching methods. In each of these categories, John Keller has provided a further sub-division of this type of stimulus to attract attention. Grabbing attention is the most important part of the model because it initiates motivation for learners. Once learners are interested in a topic, they are willing to invest their time, pay attention, and find out more.
Relevance
Relevance, according to Keller, should be set by using language and examples that are familiar to students. The three main strategies Keller has to offer are goal-oriented, motive fit, and intimacy. Like the Caution category, Keller splits three main strategies into subcategories, which give examples of how to make lesson plans relevant to learners. Learners will throw the concept to the margins if their attention can not be achieved and maintained and if relevance is not delivered.
Confidence
The trust aspect of the ARCS model focuses on building positive expectations for achievement among learners. The level of confidence of learners is often correlated with motivation and the amount of effort proposed in achieving performance goals. For this reason, it is important that instructional designs provide students with methods to estimate their likelihood of success. This can be achieved in the form of syllabus and assessment policy, rubric, or approximate time to complete the task. In addition, beliefs are established when positive reinforcement for personal achievement is provided through timely and relevant feedback.
Satisfaction
Finally, learners should gain some kind of satisfaction or reward from the learning experience. This satisfaction can be from a sense of accomplishment, praise from the higher, or mere entertainment. Feedback and reinforcement are important elements and when learners appreciate the results, they will be motivated to learn. Satisfaction is based on motivation, which can be intrinsic or extrinsic. To make learners satisfied, instruction should be designed to enable them to use the new skills they learn as soon as possible in the authentic setting possible.
Motivation Design Process
Along with the motivation component (Attention, Relevance, Confidence, and Satisfaction) the ARCS model provides a process that can overcome the problem of motivation. This process has 4 phases (Analysis, Design, Development, and Evaluation) with 10 steps in phase:
Step 1: Get course information
Includes reviewing course descriptions, instructors, and how to deliver information.
Step 2: Get audience information
Includes collecting current skill levels, attitudes towards the course, attitudes toward teachers, attitudes towards school.
Step 3: Audience analysis
This should help identify the motivational issues that need to be addressed.
Step 4: Analyze existing material
Identify the positive points of the current learning materials, as well as any issues.
Step 5: Create a list of goals and ratings
This allows the creation of assessment tools that are aligned with the objectives.
Step 6: List possible tactics
Brainstorming possible tactics that can fill the motivation gap.
Step 7: Select and design tactics
Integrate, enhance, and maintain tactics from the list that is appropriate to the situation.
Step 8: Integrate with instructions
Integrate the selected tactics from the list into the instructions.
Step 9: Select and develop material
Select materials, modifications to fit the situation and develop new materials.
Step 10: Evaluate and fix
Get a reaction from the learner and determine the level of satisfaction.
Motivating opportunities
Although the current Keller ARC model dominates instructional design with respect to student motivation, in 2006 Hardrà ©  © and Miller proposed the need for a new design model that includes current research in human motivation, comprehensive care of motivation, integrating various fields of psychology and providing designers the flexibility to apply on a myriad of situations.
HardrÃÆ' Â © proposes an alternative model for designers called Motivating Opportunities Model or MOM. HardrÃÆ' Â © models combine cognitive, needs, and affective theories as well as social learning elements to address student motivation. MOM has seven key components that spell the 'SUCCESS' acronym - Situational, Utilization, Competency, Content, Emotional, Social, and Systemic.
Influential researchers and theorists
Alphabet with last name
- Bloom, Benjamin - The cognitive, affective, and psychomotor domain taxonomy - 1950s
- Bonk, Curtis - Unified learning - 2000s
- Bransford, John D. - How People Learn: Bridging Research and Practice - 1990s
- Bruner, Jerome - Constructivism - 1950s-1990s
- Clark, Richard - Clark-Kozma "Media vs. Methods of debate", debate "Guide".
- GagnÃÆ'Â ©, Robert M. - Nine Instruction Events (GagnÃÆ'Â © and Merrill Video Seminars)
- Gibbons, Andrew S - developed the Centered Instruction Model Theory; a theory rooted in Cognitive Psychology.
- Hannum, Wallace H.
- Heinich, Robert - Learning Media and new technology instructions 3rd edition. - Educational Technology - 1989
- Jonassen, David - a troubleshooting strategy - 1990s
- Kemp, Jerold E. - Creating a cognitive learning design model - 1980s
- Langdon, Danny G - Instructional Design Library: 40 Instructional Design, Publication of Educational Technology
- Mager, Robert F. - ABCD model for instructional purposes - 1962 - Referenced Criteria Instruction and Learning Objectives
- Marzano, Robert J. - "Learning Dimensions", Formative Assessment - 2000s
- Mayer, Richard E. - Multimedia Learning - 2000s
- Merrill, M. David - Component Display Theory/Principal Instruction
- Osgoverview Instructional DesignId HandbookEdutech wikication 'and' love 'in teaching and learning
- Papert, Seymour - Constructionism, LOGO - 1970s-1980s
- Piaget, Jean - Cognitive development - 1960s
- Reigeluth, Charles - Elaboration Theory, "Green Books" I, II, and III - 1990s-2010s
- Schank, Roger - Constructivist simulation - 1990s
- Simonson, Michael - Instructional System and Design through Distance Education - 1980s
- Skinner, B.F. - Radical Behaviorism, Programmable Instruction - 1950s-1970s
- Vygotsky, Lev - Learning as a social activity - 1930s
- Wiley, David A. - work that affects open content, open educational resources, and the informal online learning community
- Wilson, Brent G. - Constructivist learning environment - 1990s
See also
References
ADDIE - Effective Learning Design Model - Appropriate Learning Resources https://compliantlearningresources.com.au/blog/effective-instructional-design-model-training-organisations-addie/
External links
- Instructional Design - A Review of Instructional Design
- ISD Handbook
- Edutech wiki: Instructional design model [1]
- Debby Kalk, Real World Instructional Design Interview
- How to build an effective eLearning course (ebook)
- Instructional Design Trends and eLearning Solutions
Source of the article : Wikipedia
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