I’ve put together some thoughts on major approaches to designing instructional material. This is for you if you are new to the game, interested in instructional design approaches, think I’ve got something worthwhile to say, or are just a bit nosy!

In this article I’ll explore some major approaches to Instructional Design (ID) including: ADDIE, SAM and 5Di.

Enjoy.

Introduction

Digital learning material has rapidly become a mainstay of the learning and development landscape. As we utilise advances in technology to supercharge the way we teach people, we need to ensure that we consider a methodical approach to how we produce the digital learning material. This approach is known as Instructional Design (ID). You could define ID like this:

“[ID is] The process by which instruction is improved through the analysis of learning needs and systematic development of learning materials. Instructional designers often use technology and multimedia as tools to enhance instruction.”
http://www.instructionaldesign.org

Approaches to Instructional Design (ID)

Instructional Design (ID) is the bedrock of digital learning material creation. Without it, digital learning material is simply a higher-tech, sometimes gimmicky, slideshow that lacks the depth to affect real world behaviour change and performance improvement.

When approaching a new project, we should be looking to create an instructional space where learning can take place. In order for this learning to be meaningful and lasting, we need to start by assessing what actually needs to be learned.

A Word on Gagné & Bloom

American psychologist Robert Gagné’s 1965 work in the area of ID cannot be understated. In order to have a sound understanding of ID, it is useful to start with his nine events of learning:

1. Gain attention
2. Set the learning objectives
3. Stimulate recall (of prior learning)
4. Present content
5. Provide guidance
6. Elicit performance (i.e. – give people a chance to practice)
7. Provide feedback
8. Assess performance
9. Enhance Retention and Transfer

Lots more can be said on this; try this rabbit hole if you’re interested.

There are a number of accepted models for Instructional Design:

ADDIE

ADDIE is a widely accepted model for ID. ADDIE is an acronym that forms a cyclical model for creating digital learning material:

Analyse

In this initial stage we are concerned with defining the need, for example our lumberjacks are having trouble with new chainsaws and are getting injured when they use them. Here we define our audience and confirm who the learner is, what prior knowledge or understanding they have (if any). It is likely that at this stage we’ll set the objectives and boundaries for the project, including deadlines/timeframes, and review any current material that has been used for learning in this area in the past (if any).

It is important that we set overall learning objective/outcomes at this stage of the project and that these are agreed with the Subject Matter Expert (SME), ideally learning objectives should be set with the SME. At this stage of ADDIE, we will gather information on the kinds of learning devices that could be used to meet the need once it has been established. A key question at this stage is: “What should the learner be able to do after the course?”

It is vital that we set clear expectations of the SME moving forward and they are fully aware of what to expect from us as the project progresses.

Design

In the Design stage, we are concerned with the structure of the learning. It is important to consider any deadlines and timeframes requested/set by the SME. It may be that more specific learning objectives for different sections are created as we dig deeper into how the learning might look.

The Design stage should include the planning of exercises or assessments that will complement the learning content and may include the creation of storyboards for visual aspects of the learning content, such as video.

Develop

The Develop stage is simply the building of the content based on what has been agreed and prepared in the Analyse and Design stages. This stage might include some back-and-forth with

the SME to make sure the content is meeting the need(s) identified. The SME should test and sign-off on the final iteration before we move on to implementation. Be sure to include a space for learners to give feedback on the course, as this will help with the Evaluate stage.

Implement

Here we make the course and all relevant related content available to learners. It is important to make sure that technical bugs have been squashed before this stage. Anything that doesn’t work as expected is likely to be a barrier to a fruitful learning experience.

Evaluate

At this stage we are concerned with looking back at the ADDIE process to see what worked and what could be improved. We are also concerned how the course met the overarching learning objectives. Often there will be real world evidence of whether a course has been successful such as reduction in injury or error, or improvements in efficiency or performance.

It is possible that some of these stages will overlap or bleed into one another. This is acceptable as long as the learning design/developer and the SME are clear on where in the cycle they are, the learning needs are being met and the project is not losing momentum.

Successive Approximation Model (SAM)

The Successive Approximation Model (SAM) is a less linear approach to ID. It is a more agile model that encourages collaboration. It is made up of three phases consisting of reviews and repetitions, called iterations, which continually seek to build on the last until a final iteration is released.

Preparation

As the names suggests, here we are concerned with gathering information. However, with SAM a key part of Preparation is having a collaborative conversation with all involved in the project about the goals and objectives. The conversation is referred to as the ‘savvy start’.

Iterative Design

Once goals and objectives are agreed and recorded, the design phase is initiated. This has a three-step process: design, prototype and review. This process is repeated three times and in each cycle feedback from the prototype is used to improve the next iteration of design. This phase might include project planning and initial learning design tasks.

Iterative Development

The development phase follows a similar process to the design phase, again with feedback informing subsequent stages in the cycle. The phase is complete after three cycles. This phase will be where a proof of the design is finalised, and alpha and beta iterations are formulated and tested.

Rollout

SAM finishes with a rollout phase. Rollout is the final and very brief as once at this point, design and development are complete and feedback should have already been incorporated.

SAM’s iterative process is designed to find errors, make improvements, and build in more flexibility in an organic stream before moving on to further phases. Collaboration and communication are vital in this model since the cyclical nature of the model requires flexibility.

This collaborative, iterative nature creates lots of opportunities to communicate any changes or feedback. This means that changes to the content or project goals can be quickly incorporated, or even anticipated, as long as the team are in regular meaningful communication. Being able to anticipate edits or parameter changes gives the project a level of flexibility that lowers the chance of it having to be redone.

However, SAM’s repetitive nature can also be a drawback. Multiple repetitions can lead a superficial approach to reviewing and errors can creep in. The repeat of cycles takes up time and resources that aren’t necessary for projects of all levels. This can lead to an over design. We should also be wary of designing by committee, whilst collaboration and communication are to be encouraged, over-talking or thinking a project will often make it late, more expensive to produce, and arguably less effective at meeting the agreed learning need.

5Di

This model evolves and augments ADDIE to offer a modern flex and approach to instructional design work.

The 5Di approach to instructional design is a modern framework developed by Nick Shackleton-Jones to create effective and engaging learning experiences. He said he created it because he wanted to: “… shift from doing education, to doing learning.” His argument is that the ritual of education (basically just pushing out reems of content in a one-size-fits-all approach) can hinder someone’s ability to take on new information and incorporate new skills.

It emphasizes understanding the needs and experiences of learners to design instruction that is more relevant and impactful. Here’s a summary of the 5Di approach:

1. Define

In the Define stage, the goal is to identify the performance problem or opportunity and clearly state the desired outcomes and metrics that will help measure impact.

Actions to consider here: Conduct needs analysis | Understand the context and constraints | Define specific learning objectives.

2. Discover

The discovery phase is all about trying to gather a thorough insight into the learning audience, their context and their challenge(s).

Actions to consider here: Conduct audience research to understand learners’ motivations, needs, and experiences. | Explore existing resources and knowledge within the organisation. | Identify gaps between current and desired performance.

3. Design

We design with stakeholders and the learning audience to address the problem(s) we’ve discovered and to create a detailed plan for the instructional materials and experiences.

Actions to consider here: Develop a learning strategy that aligns with the defined objectives and discovered insights. | Create a detailed storyboard or prototype of the learning experience. | Ensure the design is learner-centred, focusing on engagement and practicality.

4. Develop

Build and thoroughly test the instructional materials and resources.

Actions to consider here: Create or curate content, including multimedia, assessments, and interactive elements. | Test and refine materials to ensure they meet quality standards. | Involve subject matter experts and stakeholders for feedback.

5. Deploy

Launch the solution and allow magic to happen(!). Here we implement the instructional materials and evaluate their effectiveness.

Actions to consider here: Deliver the learning experience to the intended audience. | Monitor engagement and gather feedback from learners. | Assess the impact on performance and make necessary adjustments.

Key Principles:

5Di aims to be Learner-Centric, that is, it focuses on a) understanding what matters to a particular learning audience, and b), addressing the real needs and experiences of learners. It makes use of iteration and encourages continuous improvement through feedback and evaluation at each stage. 5Di prioritises making learning engaging and directly applicable to the learner’s context.

The 5Di approach is particularly effective in creating learning experiences that understand the learning audience and can be improved iteratively based on real-world feedback. This often provides learning experiences and/or digital learning materials that are relevant and impactful.

Rapid Prototyping

Another one that uses ADDIE stages of an ID process but it purposely merges, shortcuts or overlaps the stages to create a faster paced model. All stages of ADDIE are completed but they are shaped to fit your needs. For example, instead of taking the extra time to design and develop, you might design and develop simultaneously to save time.

This model can be beneficial where the ID is working alone or as part of a small team that can react quickly to changes. Or where the SME is able to make quick decisions on the direction of the content, or where multiple teams are working on different sections of the project. A key part of Rapid Prototyping is continual design and evaluating of the project, it is important to incorporate formative assessments to highlight what works well and what needs improving at various stages of the process. If assessments are not included, projects made by this method

can be lacking in quality due to their rushed nature. However, when used with experience of ADDIE, Rapid Prototyping can be an effective and swift content creation method.

Spiral Model

The Spiral model was initially designed computer software developers. It combines aspects of design and staggered prototyping to try and maximise the advantages of non-linear models. In the spiral model developed design and development work is applied at each phase of the project, within the overarching context and aim of the project.

The Spiral model as adapted for instructional design combines the features of the prototyping model and the ADDIE model. It is broken down into five steps:

Define
Design
Demonstrate
Develop
Deliver

The Spiral model allows estimations on the duration and cost of the project to constantly evolve and become more accurate and work progresses. The model copes well with changes to the learning experience that occur as the design and delivery plays out. Crucially for media rich courses the models allows producers and artists to start working on their elements earlier and this helps shape the design process.

Principles of digital learning material

These models, and others that are in use but not covered here; all have strengths in developing instructional material. Regardless of which method you choose to employ, digital learning material should always seek to be:

Emotionally engaging

Neuroscience is clear: How we feel makes us remember. And sometimes all we remember is a feeling. So it is important that we develop digital learning material that gets under peoples’ skin. We don’t need to shock or offend to do this, in fact hyper-passionate digital learning material might have an adverse effect; but, we should be challenging the learner to think and make their own choices around the subject matter. Try telling a good (well though out) story . . .

Memory forming

It is helpful for us as Instructional Designers to have some understanding of how memory works in order to tap into its potential when creating digital learning material. There are two types of memory: Explicit and Implicit.

Explicit memory is concerned with facts and events, such as capital cities or a holiday abroad.

Implicit memory is much more unconscious, it is often linked to doing things such as climbing a ladder or driving. Implicit memory is often where we learn emotional or physical responses to situations and stimuli too.

Bottom line = make your learning sticky!

Behaviour changing

Perhaps the most crucial test of any training material created for workplace learning is this: Does it produce the required change in behaviour to meet the identified need and improve overall performance?

The answer to this question should always be quantifiable and relatively simple to evidence.

Visually stunning

Enhancing the look of digital learning material does more than make it look pretty. It builds trust and credibility (see emotionally engaging for more) and is more likely to engage a user; which should lead to a greater degree of learning taking place.

Like every good piece of communication, being attractive at first glance opens the door to allow messages to flow more easily. When our messages are as important as training front line staff and their support colleagues, it is vital that we don’t put them off before we’ve had a chance to teach them.

Be warned though – anything can be made to look nice. Outstanding digital learning material is more than a shallow collection of pictures, videos and interactions. We should not be sacrificing substance for sleekness. Do not design for design’s sake alone: give it purpose.

Content is king

Above all else the quality of the information we are presenting and the mechanisms we are using to confirm and, as far as possible, embed understanding will always be of greater worth than the skin, theme, look and feel or visual design of the material. However, the quality planning, design and development of instructional content can be useful in creating the most effective platform from which to deliver potent content.

Importance of blended learning

Solid needs analysis, Instructional Design approach, visual look and engagement are vital for sound digital learning material. However, digital learning material is and should remain a tool in our global training strategies. The benefit of face-to-face, spaced and other types of training cannot be understated. digital learning material is an increasingly important part of training strategy but it is not the only part.

Weaving digital learning material into the fabric of a multi-faceted approach that stimulates the learner’s brain in a variety of ways, and makes them practise what they are taught, bolsters its impact and longevity and allows it to perfectly complement training carried out elsewhere.

Digital Learning development: Thoughts on approach and best practice

Introduction