Instructional Systems Design


Ready, Set, Go was a comprehensive, collaborative project that blended all of the skill sets learned in the core classes - Formative and Summative Evaluation, Learning and Task Analysis, and Needs Assessment for Learning and Performance; and those further introduced and developed through modules of this course.


ISD Project - Ready, Set, Go


The teams for this project were established based upon interest in the individual students. A necessary component of this project was establishing clear communication and division of responsibilities. The team members provided feedback to one another using online editing programs and regularly held videoconferences to further communicate progress, concerns, and changes to the project. This project mimicked the experience of a team of professional instructional system designers.

Collaboration with other members of the instructional design team was required. Our four-member team was diverse. We all realized the strengths each brought to the project. We worked to support each other’s understanding of academic and cultural concepts that could impact the integrity of the project. For example, a couple of us had completed more of the core course work, and it was necessary to explain why the first step in this process required developing a summative evaluation. We needed to determine the learning outcomes and build our program from that point. In another instance, the color scheme was changed from red and green because the person designing the template did not realize these two colors are associated the Christmas holiday. One of the most powerful experiences of this collaboration was felt when one member required an operation that prevented his participation for three weeks. Providing information so he could complete work before his operation and accommodating his needs after the surgery added a "real-world" feeling to the project. Life happens.


Instructional Systems Design was one of the most relevant courses taken in my educational career. In addition to enhancing the learning from my core courses, it reinforced the purpose of what I learned. I realized that each system in an instructional design program, whether it is task analysis, needs assessment, or formative and summative evaluations; is crucial in the creation of an effective and efficient program that addresses the needs of the participants and stakeholders.

We were also given the opportunity to compare and contrast standard instructional design models such as ADDIE, ARCS, Dick and Carey Model. This led to a greater understanding of the ways instructional design is used in a variety of industries.

In addition to understanding how necessary each system is to an effective instructional design another profound discovery throughout this course was how imperative it is to use the Backward Design Model to direct the development of instruction. Previously, I considered learning activities to teach content before I would think about how to assess the learning. Now I realize that the evaluation of learning goals establishes the strong foundation giving a purpose to the content and learning activities that follow.