Design instruction
The outcome of brainstorming is a long list of ideas that range in quality
from very bad to very good. You must eliminate the worst ideas and
then begin ordering, detailing, and refining the ideas that are good.
This is done by performing concept and task analyses on the content.
Regardless of the nature of the content, such analyses bring to bear principles
of learning to assemble a plan for an effective lesson. This includes preliminary
choices about instructional methodologies and factors.
It cannot be emphasized enough that good instructional development incorporates
evaluation throughout the process, not just at the end. This is reflected
in the model by incorporating explicit evaluation and revision activities
as part of several steps. After the design step, evaluation includes review
and discussion by the content experts, instructional designers, and clients.
Revision may require reassessment of goals, collecting more resources,
learning more about the content. generating more ideas, correcting task
analyses, changing the methodology, and so on. After revision the
evaluation should be repeated. Evaluation and revision form a cycle
which progresses until all concerned parties are agreed that the quality
is sufficient to progress to the next step.
