17.2: Instructional Design and Delivery Considerations

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Selecting content for use in any learning program, whether online or face-to-face, is complex, and varies according to learning environment, instructional approach, learner’s needs and learning style, not to mention user and institutional preference. Section 1 discusses some of the more common issues and approaches in instructional design. General considerations include how content is presented to the learner, how interactivity is created, how learning is measured, and how social context is reflected. The following points are particularly relevant to an e-learning program, although they can be applied to any learning program. The list is not intended to be comprehensive, rather is included here to stimulate reflection on key elements for a learning program.

Content/Format

Learning materials should:

Be relevant to the philosophy, goals, and learning outcomes of the curriculum.
Make use of a variety of media presentation modes.
Be accurate, current, and where appropriate reflect a diversity of learning approaches.
Be suitable for online environments and accessible from commonly used hardware and software.
Be designed for ease of use, simplicity of layout, durability, and accessibility.

Instructional Design

Learning materials should:

Favour activity over text or lecture.
Support group and individual learning.
Promote an applied approach to learning.
Activate the learner’s prior knowledge.
Encourage learners to develop critical-thinking skills.
Offer choice and flexibility as appropriate to meet individual learning styles and interests.
Promote attention and engage the learner.
Provide adequate instructor direction and support.

Evaluation/Assessment

Learning materials should:

Provide continuous feedback to the learner
Use formative and summative evaluation as appropriate.
Track achievements for both the learner and instructor.

Social Considerations

Learning materials should:

Reflect sensitivity to culture, gender and sexual orientation.
Promote equality.
Reflect sensitivity to the diversity of ethnic backgrounds, configurations, and values.
Portray positive role models.
Use language appropriate to the intended audience.