Instructional design

 In my instructional design, I have planned to follow my methodology that I use for my face-to-face courses, but include more e-tivities.  The ADDIE model below summarises the steps.


In any case, all course design requires the main processes described in the ADDIE model and the  fact that there is constant revision. 

ADDIE Model

 http://www.instructionaldesign.org/models/addie.html

http://educationaltechnology.net/the-addie-model-instructional-design/  

The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools. While perhaps the most common design model, there are a number of weaknesses to the ADDIE model which have led to a number of spin-offs or variations.
It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE model; other models include the Dick & Carey and Kemp ISD models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix.
Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials.
In the ADDIE model, each step has an outcome that feeds into the subsequent step.
Analysis > Design > Development > Implementation > Evaluation

The other model discussed is the Dick and Carey one.

 The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows:

• Identify Instructional Goal(s): goal statement describes a skill, knowledge or attitude(SKA) that a learner will be expected to acquire
• Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be able to do to perform particular task
• Analyze Learners and Contexts: Identify general characteristics of the target audience including prior skills, prior experience, and basic demographics; identify characteristics directly related to the skill to be taught; and perform analysis of the performance and learning settings.
• Write Performance Objectives: Objectives consists of a description of the behavior, the condition and criteria. The component of an objective that describes the criteria that will be used to judge the learner's performance.
• Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of posttesting, purpose of practice items/practice problems
• Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation, assessment
• Develop and Select Instructional Materials
• Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional materials that are in need of improvement.
• Revise Instruction: To identify poor test items and to identify poor instruction
• Design and Conduct Summative Evaluation

With this model, components are executed iteratively and in parallel rather than linearly.

Source: http://en.wikipedia.org/wiki/Instructional_design#Dick_and_Careyhttp://en.wikipedia.org/wiki/Instructional_design#Dick_and_Carey

- See more at: http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#dickcarey