Instructional design is the systematic process of designing education and training courses from start to finish. The instruction might be delivered through preservice education classes, inservice training courses, on-the-job training, computer-assisted learning or by means of distance or open learning.
Instructional design (also known as instructional systems design or ISD) is the systematic development of instruction using adult learning and design theories and techniques. While many trainers and instructors focus on the delivery of content, instructional design is concerned with what occurs before, during and after the actual learning event. This systematic approach ensures that:
- there is a need for training,
- the learning events are well-designed,
- quality training materials are developed,
- learning events are implemented using appropriate strategies or approaches, and
- learning events are evaluated to ensure that learning has taken place.
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The instructional design process is illustrated in Following this process, the instructional designer incorporates the principles of adult learning and clinical training to develop highly interactive, participant-centered learning events.
The individual responsible for designing a training event is referred to as an instructional designer. In some cases this individual may be an advanced or master trainer who also has acquired instructional design skills so that s/he is able to design, deliver and evaluate training. In other cases, the designer may not possess reproductive health knowledge and skills. In this case, it is critical that the designer work with a reproductive health subject matter expert to ensure that the design isrealistic and will meet the identified needs. In either case, a team approach (e.g., instructional designer, clinical trainer, training support staff) to course design is often the most effective.
The analysis phase provides the information needed to carry out all other phases of the instructional design process. The purpose of this phase is to identify barriers or constraints to quality family planning service delivery, define the problem(s), identify the cause of the problem(s) and determine possible solutions. Solutions may require inservice training of service providers or changes to the preservice education system. There also may be non-training solutions. For example, problems and solutions may relate to the physical infrastructure of service delivery points, contraceptive logistics, staffing patterns or management and supervisory systems. Common analysis techniques include needs assessments and, when it is a problem correctable through training, instructional content analysis.
Design
The design phase uses the results of the analysis phase to create the structure of the course. The instructional designer will develop the course syllabus, write course objectives and create the course outline and schedule. These documents serve as a map for the delivery of training.
It is critical that the instructional designer be very familiar with effective classroom and clinical training skills if s/he is going to be able to design interactive, participatory, competency-based courses. training.
The focus of the development phase is on generating the course documents and materials used by faculty, trainers and participants during the delivery of the course as designed.
The implementation phase of the instructional design process refers to the actual delivery of the instruction as designed. Instruction could take place in a group-based inservice training course for family planning service providers, within the curriculum of a nursing or midwifery school or in an on-the-job training program.
The evaluation phase refers to the systematic collection, processing, analysis and interpretation of data to determine whether education or training has met its objectives. Types of evaluation include participant reaction, participant learning, on-the-job performance and effect of training.
