Instructional Design (ID) refers to the “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005). ID has a long history beginning during the Second World War. It emerged from a behaviourist theoretical context, although over time it developed to include both cognitivist and constructivist theoretical approaches. The field is more prominent in the US, Canada and Europe than in the UK and in the corporate sector than the higher education sector. In this section, I will synthesise the critical ID models, frameworks and processes starting with M. David Merrill’s First Principles of Instruction.
5 minute read A summary of Merrill’s Pebble-in-the-pond instructional design model which uses a problem-centred, iterative prototyping approach. First Principles of Instruction (2012) series. Post 12/12.
4 minute read A summary of Merrill’s problem-centred learning strategy where skills are taught in a simple-to-complex progression of real-world problems. First Principles of Instruction (2012) series. Post 11/12.
5 minute read An explanation of the teaching of principles component skill with interactive examples developed using H5P. First Principles of Instruction (2012) series. Post 10/12.
5 minute read An explanation of the procedural knowledge component skill with interactive examples developed using H5P. First Principles of Instruction (2012) series. Post 9/12.
6 minute read An explanation of the conceptual knowledge component skill with examples developed using H5P. First Principles of Instruction (2012) series. Post 8/12.
6 minute read An explanation of the part-whole relationships component skill with examples developed using H5P. First Principles of Instruction (2012) series. Post 7/12.
