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.
There are numerous instructional design models used in
preservice education and inservice training. Most of these models contain five essential
phases:
- analysis,
- design,
- development,
- implementation, and
- evaluation.
The instructional design process is illustrated in Figure 1. 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.
Figure 1.
Instructional Design Process
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The results of the needs assessments include statements of
the problems and possible solutions. The instructional content analysis process produces a
list of information to be taught, tasks to be learned and attitudes to be developed.
To assess training needs, a team conducts one or
more needs assessments including training sector, institutional and facility assessments.
A fourth type of needs assessment, the training event assessment, is conducted when there
are specific reproductive health problems or situations which may best be corrected by
designing and conducting events such as courses, workshops or seminars. As part of the
training, usually there is an assessment of participant knowledge, skills and
expectations. The instructional designer may or may not be involved in conducting the
needs assessments; however, s/he uses the assessment data as the basis for the design
process. The designer is responsible for ensuring that time is built into the course
schedule for conducting participant assessments at the beginning of the course.
Assuming that needs assessment data show a gap between the
present performance of workers and the desired performance, indicating the need for a
training intervention, the next step in the needs assessment process is to analyze
instructional content. This requires the designer to use various techniques to analyze
the knowledge, skills and attitudes the workers need in order to improve their performance
on the job.
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. It is suggested that those
involved in designing reproductive health courses should firstobserve one or more clinical
skills courses (e.g., training in IUD or Norplant implants service provision) and attend a
training skills course to help ensure that they are as familiar as possible with this
approach to 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. Documents produced during this phase include competency-based
learning guides and checklists, pre- and midcourse questionnaires, trainer's
notes, presentation plans, assignment sheets, case studies and role plays.
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 product of this phase is a competent individual who has mastered the
knowledge and skills presented during the learning process.
When designing a new course, the design and materials
should be tested during a pilot course. This pilot course affords the instructional
designer and trainers an opportunity to review and revise the course before it is fully
implemented.
The trainer or faculty member who actually delivers the
training must be knowledgeable and skilled in the competency-based training approach used
by the instructional designer when designing the course.
The evaluation phase refers to the systematic
collection, processing, analysis and interpretation of data to determine whether education
or training has met its objectives (e.g., whether an individual's knowledge, skills and
attitudes related to job performance have improved). This phase also identifies aspects of
the process that should be strengthened. Types of evaluation include participant
reaction, participant learning, on-the-job performance and effect of training.
The results of this phase are recommendations for improving all of the other phases of the
instructional design process: analysis, design, development and implementation.
