The document discusses instructional design for distance education. It explains that instructional design is the process of analyzing learning needs and goals to develop effective instruction. Some key aspects of instructional design include understanding learner characteristics, selecting appropriate media and technologies, and creating an optimal learning environment. The document also presents the ADDIE model as an example of an instructional design framework to systematically plan distance learning experiences.

1. INSTRUCTIONAL DESIGN
FOR DISTANCE
EDUCATION
By: Raheen Brooks

2. INSTRUCTIONAL DESIGN
 Instructional designed as being the systematic development of
instructional specifications using learning and instructional theory
to ensure the quality of instruction. It is basically the entire
process of analysis of learning needs and goals and also the
development of a delivery system to meet those needs.
 Instructional design is also used to help instructors make
decisions about how technology is used.

3. PRINCIPLES OF INSTRUCTIONAL
DESIGN SYSTEM
A principle of instructional design is systematic
processing which is “the outcome of many years of
research as stated by Dick and Carey”.
 Another principle is instruction which is designed
within a system that causes learning to occur.

4. PLANNING PROCESS
 When it comes to the planning process you have to take time out
to learn about the learners in the class yields a more productive
learning environment. The knowledge of the learner
characteristics can inform the instructor about the nature of the
students.
 An instructor has to have knowledge about how many students
are in the class and how it is essential to know about their
educational background.

5. UNDERSTANDING LEARNER
CHARACTERISTICS
 As stated by Willis “to make learning effective it is necessary to understand the
learners”.
 Things you will have to know are the student’s age, cultural backgrounds,
interest, and education levels. You also have to see if the class can be
categorized into several broad subgroups.
 The level of familiarity of the students with the instructional methods and
technological delivery systems. Also there is the question of how students will
apply the knowledge they gained in the course.

6.  Time constraints refer to the actual online time for delivery,
which is often limited and inflexible
 Specific skills that need to be identified are concepts and
knowledge. The scope of the content for a course needs to be
sufficient to ensure that the entire learning experience will lead to
its desired outcome, supporting information or knowledge is
important to the scope of content analysis and follow up and
applications should be considered.
THE ESSENTIAL CONTENT

7. MEDIA SELECTION
The common theme among these models is the learning
context, which is the content, the intended outcome, and
the nature of the students.
Practical considerations such as available resources for
creating media and the technologies for delivery of
instruction also play a hand in the selection process.

8. THE LEARNING ENVIRONMENT
All educators are familiar with the classroom setting, it
is when the classroom shifts into a distance learning
setting that the environment often becomes a challenge
to the instructor. There are two important elements that
must be considered:
Technology
Resources

9. INSTRUCTIONAL DESIGN MODEL
ADDIE Model

10. SUMMARY
 The instructional design process provides the framework for
planning. Making it essential for the instructor to take their time
planning and organizing the learning experience when they are
focusing on teaching at a distance. Instruction has to be a
standard and acceptable. Students should also be able to engage
and the instructor should be satisfied. Planning makes a key
difference in a successful learning environment.