Design

We specify how to build a course during the Design stage. When a house is to be built by a construction crew, an architect creates a blueprint that specifies the layout and measurement of materials for the contractors and construction crews. In similar fashion, instructional designers frame-out the architecture and content flow of the courseware solution in a set of design documents and or storyboards. A robust design leverages the data gathered during the analysis stage, which results in a record that outlines the learning objectives and instructional supports through appropriate delivery media. A valid design must be derived from accurate analysis data in order to develop learning objectives that can predict success through performance on the job. Learning objects based on the task-KSA analysis and support components should be designed as modular so they can be easily grouped, sequenced, updated, and reused. If it is practical, design document templates should be as media-agnostic, so they can be efficiently converted to any blended media with or without an LCMS (Learning Content Management System). At the curriculum level and based on learner analysis data, blended learning paths can be designed for any combination of instructor-led (classroom based), Web instructor-led (virtual class), or self-paced media (Web-based or computer-based). Based on media and technical specifications, instructional supports such as graphics, animations, video, audio, simulations, classroom-based images, virtual labs, pretest, and posttest objects, or any required interactive elements should be indicated. Blended designs and learning paths can also include job-aides, on-the-job training (OJT), coaching, mentoring, and collaboration through social media. Design documents should be submitted to both subject matter experts (SMEs) and stakeholders for validation and approval prior to development.

Design specifications include:
- Development of learning objectives that map to on the job requirements
- Section titles and topologies that indicate breakdown and sequence by module, lesson, and topic, which is also known as MLT
- Specification of instructional supports
- Targeting of critical learning objects for test, interactive, and certification development
- Specification of learning group differences and roles where applicable (multi-user design)
- Use of interactive exercises and practicums that map to job tasks
- Media types
- Timing estimates

Practical design structure at the module or lesson levels:
- Tell'em
> Learning objectives
> Explain what the learner will learn and why
- Show'em
> Demonstrate the task or concept
- Walk'em through it
> Guide and coach through the task
> Provide feedback as prompting
- Have'em try it
> Provide the learner with an opportunity to experience task with minimum feedback
- Have'em apply it
> Provide a real-world problem scenario where the learner can use the new skill
> Test the learner in a situation he or she will likely encounter on the job
- Tell'em again
> Reiterate the learning objective and explain what was accomplished

The structure above can be modified by using the parts that are appropriate. What is important is the progression from what is explained or demonstrated - to the transfer of learning.

Risks if not conducted or conducted improperly:
- Misdirected development efforts due to a lack-of or inaccurate architectural specifications
- (Think of trying to get from point A to point B in unfamiliar territory without a map)
- Extended development timelines and cost due to design error and misdirection
- A course that does not meet the required needs of the participants resulting in project failure and a dissatisfied stakeholder