Instructional Design (ID) is the art and science of creating learning experiences that enable learners to effectively achieve specific outcomes.
For example, imagine a 300-page onboarding training manual for new employees. If someone says, “Read this beforehand. We’ll test you later,” what happens? Learners become anxious, simply cram the content for the test, and the knowledge fades away without ever being applied on the job.
With a bit of ID magic (not “Please” or “Abracadabra” lol), this passive and inefficient learning experience transforms into a learning environment that delivers results. As one example, let’s explore the instructional design process based on ADDIE.
Starting with ADDIE’s “A (Analysis)”
The first thing an ID does is thorough research (Analysis). This is extremely important; cutting corners here can lead to a project disaster. (I’ll be writing about common ID pitfalls soon.).
Let’s consider the 300-page manual again. During the research phase, I collaborate with stakeholders to address questions like: “Why is reading this manual necessary?” and “Would not reading all 300 pages actually hinder business operations?” Then, I objectively analyze and define the current challenges, learning objectives, and target outcomes from the perspective of “how this work will ultimately impact the company’s business results.”
Next: ADDIE’s “D (Design)”
Once the goals are defined, the next step is Design. I then consider how learners can most effectively acquire skills and transform the content into a “system” that makes learning easier.
For example, if research indicates that “Learners have limited time available during work hours, with 10 to 15 minutes per day being the maximum,” I design each module to be completed within 10 minutes. Furthermore, if research reveals information about “key behaviors learners are expected to acquire,” I propose practical case studies based on real-world work scenarios as an effective learning methodology. This builds a learning environment that enhances decision-making skills in the field.
And the second “D (Development)” in ADDIE
Once the design is finalized, it’s time for Development. Here, rather than trying to complete everything at once, I quickly build a prototype and have it tested by stakeholders and a small group of users. Also, at this stage, for example, if we are providing online learning, we incorporate responsive design—ensuring a stress-free learning experience on both PCs and smartphones—as a design obligation to remove barriers to learning.
By gathering user test results and feedback during this “prototype” phase and iterating through revisions, we prevent major rework later on.
Then ADDIE’s “I (Implementation)”
Once everything is ready, it’s time for course Implementation. But don’t just say, “Phew, finished. Good job me.” The ID work continues.
When you actually start delivering the course, you may encounter “operational issues” or “variations in learning effectiveness” that weren’t anticipated during development. This is precisely when the final step of ID—Evaluation—becomes most crucial.
Finally, ADDIE’s “E (Evaluation)”
Therefore, I continuously measure metrics based on the initial goal of “business impact” (e.g., reduction rate of operational errors), and update the learning environment according to the challenges revealed by the data. If new issues arise at this stage, then return to step A (Analysis) for further research.
ID is not a one-time task; it is the work of creating a continuous improvement cycle that constantly enhances effectiveness.
Summary
Instructional design (ID) is the work of designing outcomes based on science and systematic processes, not intuition or experience.
Next up, I think I’ll write about common pitfalls people often fall into when creating learning environments.
【For Corporate Training & ID Solutions, connect with us below.↓↓↓】
→ [Contact Us]
AP Learning 
Leave a comment