Running head: INTRODUCTION TO INSTRUCTIONAL SYSTEM DESIGN PROCESS

Introduction to Instructional System Design Process

Dianna Hamby
EDU623 Designing Learning Environments
Post University

INTRODUCTION TO INSTRUCTIONAL SYSTEM DESIGN PROCESS

Introduction to Instructional System Design Process

Introduction to the Training
Aviation Enterprise is a well-known aircraft course designing and development company
for the worldwide military. In Aviation Enterprises history, instructional system design
processes have always been performed completely through the Instructional Systems Design
Department with assistance from Subject Matter Experts within the company headquarters. It is
essential for the courseware section to be able to properly understand the ADDIE process. There
appears to be the lack of knowledge or understanding how to properly write lessons.
The course writing section at Aviation Enterprise have the technical skills and knowledge
about aircraft, but not enough knowledge or skill in instructional system design and why the
ADDIE process is important to each of the companys contracts. The ISD section has
determined that in order to better write contract courses, it is necessary for the course writers to
learn the ADDIE process from conducting an analysis to course implementation.
Analysis Section
The importance of the analysis for any project is identifying the target audience where
instruction is essential (Larson, 2014). If the learner is not prioritized when assessing the needs
for instruction, it can impact how instruction is designed and could fail to provide the appropriate
goal of the training (Larson, 2014). This particular portion of this paper is to identify the need
for instruction, the target audience by identifying the characteristics of the learner, how to
accommodate the different learner types in the instructional design (Larson, 2014).

INTRODUCTION TO INSTRUCTIONAL SYSTEM DESIGN PROCESS

Needs Analysis. A few years ago, Aviation Enterprise sub-divided the instructional
systems design section. The sub-divisions include: Training Analysis, Instructional Systems
Design, Course Writers, Technical System Experts, Subject Matter Experts, Multimedia, and
Information Technology. The only sections that have a full understanding to the instructional
design process are training analysis and instructional design.
The other sections mentioned in the paragraph above are more experienced in the
aviation military career field; such as retired pilots, boom operators, navigators, drone operators,
aircraft mechanics, etc. It is necessary for these sub-divided sections to learn the entire
instructional systems design process in order to develop a military course within the optimal
project timeline and to allow for a smooth design flow process. There is a design flow gap in
developing courseware for aviation projects where, some of the development sections are not colocated in the same office and are unfamiliar with the full ADDIE process.
Learner Analysis. The target audience for this course are retired Air Force
aviation crew members. These retired Air Force members consist of pilots, aviators, navigators,
boom operators, aircraft mechanics, aircraft crew chiefs, and other various crew members. The
education level of the target audience varies from high school graduates to college graduates and
are mainly educated in military aviation specialty/technical career fields. The learners also have
skills in computer based training (CBT), online courseware from a student participation,
Blackboard skills, and technical skills in the military instruction and facilitation methods. The
majority of the target audience has prior experience with military instruction, basic instructional
design skills, and course writing from a technical standpoint. Most of the instructional design
knowledge and skill is based upon being given topics and researching military technical manuals
and listing bullet points for PowerPoint presentations.

INTRODUCTION TO INSTRUCTIONAL SYSTEM DESIGN PROCESS

Environment Analysis. Aviation Enterprise is a corporation that works with the military
to develop and designs classroom, CBT, and simulator training lessons for the various military
aircraft or air crew military positions.
One of the key stakeholders who will benefit from this training is: Aviation Enterprises
Arkansas based location. The other stakeholders consist of the Tampa corporate headquarters
location and all military aviation contracts that belong to Aviation Enterprise. The key
stakeholders, who are the course writers, are highly skilled in the use of computers, specifically
in the area of CBT training and the use of Blackboard programs.
The major portion of the training will be using a blended learning environment with a
portion of the training to be in a learner-centric, facilitation manner. The decision to use blended
learning is due to the large amount of work involved in the current number of military contracts
in progress. The learners will be able to be divided into groups or pairs to attend classes
separately so there is no lack of personnel working on the company contracts. The learners will
first enroll in the online available courses then attend a few small courses in order to discuss the
learned information.
Task Analysis. The tasks that the learners will need to learn are:
Task
Describe the Analysis Process

Description
Needs assessment
Task analysis
Job analysis
Project Planning

Describe the Design Process

Learning objectives development

Test planning
Course design flow
Syllabus development

Describe the Development Process

Course writing
Instructor/Student guide development
Presentation or multimedia development
Develop the Process for Instruction Implementation Instructor training
Small group instruction for testing

INTRODUCTION TO INSTRUCTIONAL SYSTEM DESIGN PROCESS

development
Explain the Evaluation Process

Quality assurance

Situational Analysis. There are a few anticipated barriers and challenges that can be
easily overcome. The first barrier is the large number of working contracts in progress that have
priority to maintain the project due dates. The solution for this barrier is to divide the learners
into small working groups to attend short training sessions and allow online training to
supplement the other portion of instruction. Another challenge that needs to be overcome is the
motivation of the learners. The target audience is technically experienced in aircraft and military
instruction, but are not likely to be motivated in learning the skills of the ADDIE process.
There should not be any budgetary constraints for setting up the instruction since all
available technology is located within the office and there are two conference rooms available that
can be used as small classrooms. The only foreseeable constraint would be any travel time that a
subject matter expert that is not co-located to attend training. This can be resolved by using
Microsoft Offices Sync messenger service to allow any SMEs to remote into the classroom.
Instructors have the capability to share the screen using the Sync messenger program.
Media / Technology Analysis. The classroom portion of instruction and training will be
located in the offices small conference room with a large screen TV monitor that is networked to
a desktop computer with a wireless keyboard and mouse. The instructors will have the capability
to present a PowerPoint presentation for some of the instructional portions of training. The
instructor will also have access to the company share drive for the capability to use live
contract material as examples for class demonstration.
The learners will also have access to all online course material through the Aviation
Enterprise SharePoint. All online material will be written in a CBT format that is produced by
Aviations multimedia section.
Design Section

INTRODUCTION TO INSTRUCTIONAL SYSTEM DESIGN PROCESS

The next step in course development is the design process where the process of backward
design can be used. The backward design process begins with determining the end results of the
training; determining what type of standards are desired; and determining the learning and
instruction types (Wiggins & McTighe, 1998).
Development Schedule. The goal for developing and implementing the training is for
approximately six months. Both the instructional design and training analyst sections will begin
the development process by analyzing the full knowledge and skills of the learners in the
courseware section. This process should take approximately two weeks to a month to complete
the analysis.
After the analysis process, the instructional design section will continue by developing or
revising the current objectives and write the questions for the lesson quizzes. The two sections
will also spend at least a week or two developing the rubrics and gathering the resources
necessary for writing the lessons.
The instructional design section will begin writing the course lessons which will take
approximately one month, including the quality control and editing process. The next step will
be handed to the multimedia section in order to design the online portion of the course so that the
learners will be able to access some of the course material during their free time.
Once the multimedia section has completed their portion of the online design of the
course, both the instructional design and training analysis teams will review the online course
and will select a test group to take the course in order to determine the assessments, the lessons,
and the online training do not need any revisions. The test group and the instructional design
section will conduct an after action survey with questions to receive feedback and will also

INTRODUCTION TO INSTRUCTIONAL SYSTEM DESIGN PROCESS

conduct a face-to-face after action session to hear other feedback about the course, its design,
and whether there is a need to revise the training.
Upon completion of the implementation test trial, the instructional design team will begin
implementing the course to the courseware section employees for the official training. At the
end of each lesson, the learners will be given a short quiz in order to evaluate the material is on
track.
The final portion of the evaluation process will be when the learners present their final
product in front of a group of their co-workers and the co-workers provide their own feedback to
the presentation.
Activity
Analysis of the tasks, skills, and knowledge

Time
One month

of the courseware team that will be the

learners.
Design of the objectives, assessment

One month

questions, and rubrics.

Development of the lessons, editing, and

One month

quality control.
Implementation which includes trial course

One month to review the feedback, surveys,

testing, after action face-to-face feedback and

and any necessary revisions.

surveys.
Evaluation will be a constant process

One month to begin official implantation.

Continual evaluation process

throughout the ADDIE development process,

but also throughout the lessons with the
student quizzes.
Course Learning Objectives. The following is a list of the course objectives:

INTRODUCTION TO INSTRUCTIONAL SYSTEM DESIGN PROCESS

Upon completion of the Analysis lesson, the learner will be able to describe the processes of a
needs assessment, task analysis, and job analysis by completing a written examination with an

80% or higher.
Upon completion of the Design, the learner will be able to prepare learning objectives by

completing a practical exercise with an 80% or higher.

Upon completion of the lesson the learner will be able to identify the principles of course writing

by completing the end of lesson quiz scoring an 80% higher.

Upon completion of the lesson, the learner will be able to describe the instruction

implementation process by completing an end of the lesson quiz by scoring an 80% or higher.
Upon completion of the lesson, the learner will be able to demonstrate a quality assurance review
by completing a practical exercise by scoring an 80% or higher from a rubric.
Lesson Structure. The lessons is in this training will be presented in this specific sequence:

Lesson 1: Learning to Write Training: The Analysis Process This lesson is the beginning stages
of the instructional design process. The analysis process is the first step, where the scope of

training begins and the current skills and needs of the learner are determined (Dera, 2011).
Lesson 2: Designing the Course and Determine the Learning Outcome The second step in the
instructional design process is the Design process. This lesson teaches the techniques for the

processes that goes into determining a course of outcome in developing a course (Dera, 2011).
Lesson 3: Gather Data to Begin the Development Process This lesson will teach the
development process in course development. In the development portion, the course material is
created and the learners of this training will learn how to properly create and construct lessons

within a course (Dera, 2011).

Lesson 4: Prepare for Implementation of the Course This lesson teaches the techniques in order
to implement a course. The lesson will cover how to perform a trial course training and
gathering after action results in order to revise any necessary course material prior to the official
course begin date.

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Lesson 5: Evaluate, Evaluate, Evaluate This lesson teaches the importance of evaluating the
course designing process. The evaluation process is an ongoing process throughout instructional
design to assess, not only the impact of the learners, but the assessment of the course during the
entire ADDIE process (Dera, 2011). During this lesson the learners will understand that the
evaluation process of the ADDIE design allows the designers to make assessments of the
effectiveness of the training that they have prepared (Dera, 2011).
The listed lessons or specific topics being taught are in the order of the ADDIE instructional
design process that the learners need to understand in order to prepare better courseware design.
Activities. Learners will be given a series of different scenario based activities for each
step of the ADDIE process in order to practice their skills. The best way to teach the ADDIE
process for course design is to allow the learners to work in pairs for collaboration of the final
project and presentation. Learners will participate in facilitated classroom training sessions for
short periods of time in order to continue the normal work day and will have outside online
sessions. As part of the final training, the major activity that learners will complete is a full
development a lesson to teach someone how to build a peanut butter and jelly sandwich.
The learners will begin their exercise by writing a task analysis for making the sandwich,
then continue with writing learning objectives, and writing an assessment of their choosing for
the completion of the exercise. The collaborative groups will discuss the tasks, skills,
knowledge, and material necessary to make a peanut butter and jelly sandwich. The group will
create a report showing this information. The next step for the exercise, the groups will write
objectives and determine how they will assess the activity. Each phase will continue at the end of
each lesson until the project is ready for presentation.

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Assessment. The learners will be given short quizzes after each lesson and be required to
receive a least an 80% or higher for a passing score. The learners will also be given a rubric that
will be used to evaluate their final exercise, as well as a peer evaluation. The peer evaluation
will be conducted by a small group of office co-workers. The learners will be required to present
their lesson to the peer group with the co-workers providing feedback.
Student end of lesson quizzes are a form of summative assessments which helps the
learners identify their strengths and weaknesses, but they also allow the instructor to assess if the
goal of the training or the student learning is on track (Garrison & Ehringhaus, n.d.). The
summative assessment provides the instructional designers whether or not the training is
effective or needs to be improved (Garrison & Ehringhaus, n.d.).
The peanut butter and jelly sandwich exercise is considered the formative assessment
because the exercise is part of the instruction where it will allow the learners to practice their
learned skills (Garrison & Ehringhaus, n.d.). Another formative type of assessment that the
learners will be when the learners present their complete exercise to a small group of office coworkers where they will be provided with feedback (Garrison & Ehringhaus, n.d.).
Development
The development section of the instructional design process is the actual development or
creation of the lessons, course material, instructor material, student handouts, etc. (McGriff,
2000). One of the ways to assist in the process of developing lessons, especially when creating
e-Learning, is to design a storyboard (Rector, n.d.). The purpose of a storyboard is to assist a
subject matter expert place their content for the lesson, it can be used as a blueprint for the
developer, and finally it helps sequence the lesson sections in order (Rector, n.d.).

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A storyboard is a visual organizer that contains the design ideas for the format of the
lesson presentation or an e-Learning website (Rector, n.d.). Information that is also contained in
the storyboard are specific font, color schemes, and images that will be used, as well as,
instructors script or website narrative and a listing of any videos that are necessary for the lesson
(Rector, n.d.). This projects storyboard is attached at the end of this document.
Implementation
Prior to a pilot test of the lesson, there will be an overall lesson evaluation by the
technical writing, quality control, and instructional design section in order to be sure that all the
lesson material is a sound product. The instructional design team will complete the first portion
of the implementation process by ensuring that all the learning objectives are accurately taught
within the lessons, as well as accurately written. Once this process is complete, the lessons and
objectives are compared to the assessments or written examinations accurately examine all the
objectives to make an accurate determination that the proper learning is assessed.
Once this portion of the review is finished, the lessons and assessments are passed to the
subject matter experts for final review to ensure that there is no missed learning that is necessary
for the training and to ensure the course writers have accurately interpreted their subject
suggestions.
Since this training is being fully written by the subject matter experts, the lessons will
also be taught by these subject matter experts. As mentioned previously, the instructors are the
subject matter experts so they are fully qualified in the job skills. They should be fully school
trained and meet at a minimum three years of working the job in the field.
The classroom material will be instructor lesson outlines in an instructors guide listing
the narrative teaching material and including review or on the spot questions for the end of

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each lesson. Instructors will be provided with a presentation for review and for the students
viewing during the instruction. Students will be provided with a study guide, reference material,
a syllabus for the daily flow of classes, copy of the presentations of each lesson, an individual
assessment plan that explains how they will be assessed for the entire course and their
expectations, and a laptop computer or tablet to allow them to follow along with the instructors
presentation. When the use of viewing videos, these will be provided to the students through a
shared portal or webpage. Since the students are required to create a presentation as part of their
assessment, they will be provided any software, images, or graphics that can used within their
presentation.
The classroom will be provided in the form of one of the office conference rooms that are
designed with sufficient electrical outlets for all the laptops, internet and intranet access, and the
instructors will have the capability to use a large viewing monitor with the same access and it
will be large enough for the students to sufficiently see the entire presentation. Prior to the
training sessions, the instructors will ensure that the conference is set up and that there is
computer connectivity.
Finally, prior to full implementation of the training to students, there will be a small
group training in order to verify that every portion of the course is sound before introducing it to
actual learners. Once the small group training is evaluated and any revision or rewrites are
corrected, the course will be implemented to actual students.
Evaluation
Evaluation will involve the four levels of evaluation written by Dr. David Kirkpatrick in
his book, Evaluating Training Programs (2006). The levels of evaluation consist of:

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Level 1 Reaction. This level pertains to how the learners react to the training session
and whether or not the training was relevant and engaging (Kirkpatrick, 2006). In order to
evaluate the training in this project, there will be a weekly after action review by the learners in
the classroom using a facilitation method by one of the learners without instructors in the room.
The learners will be able to provide an in depth review of the entire week worth of training
consisting of everything from the classroom atmosphere, the provided student material provided,
the presentations, instruction and the instructors. The learners will also be able to provide a
summary of the week by answering the following questions:

What went well?

What didnt work well?
How can the learning be improved?
At the end of the course, the learners will be provided with a course critique which is a

short survey asking specific questions about the entire course and allow the learners to be able to
add any additional comments to assist the course developers on what can be done to improve the
course.
Level 2 Learning. This level pertains to evaluating the learners acquired skills and
knowledge based upon their participation in the course (Kirkpatrick, 2006). The training will be
assessed in the form of practical exercise examinations where the learners must score at least an
80% and their final presentations that will be evaluated by their peers and subject matter experts.
Level 3 Behavior. This level of evaluation pertains to how the learners perform the
trained skills when they return to their job and their continued use of the skills (Kirkpatrick,
2006). In this portion of evaluation, the training faculty will send another survey to the learners
within six months of the learners returning to their jobs to ensure that they are using their newly
acquired skills and if they assist them on the job. The learners supervisors will also receive a

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short survey in order to determine if the supervisor feels that the training provided was sound
based on their employees performance.
Level 4 Results. Kirkpatrick believes this level of evaluation is the impact on the
organization and whether the outcome of the training has improved the learners performance
(Kirkpatrick, 2006). Since this training is provided for in-house course writers and subject
matter experts for the benefit of them understanding and using the ADDIE model in a contract,
the instructional design section will compare discrepancy reports maintained prior to the project
training session to at a minimum six months of discrepancy reports after the project training.
Since the company provides courses and training for the U.S Air Force and U.S Army aviation
community which are the customers, a customer evaluation will be recommended.

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Summary
At the completion of the training, the course writers and subject matter experts will have
the capability to enhance their lesson writing skills. If the learners continue to use their newly
trained skills within their jobs, it can ultimately help Aviation Enterprise attract new customers
and continuous extensions to the current contracts by designing better products.
Another potential benefit of the training in this project, is that when the learners continue
to use their newly trained skills, there will be fewer discrepancies on the instructional design
review which in return provides better and shorter timeline for project completion.

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References
Dera, S. (2011, August 31). The Importance of Instructional Design and ADDIE. Retrieved
from http://proficiencegroup.com/the-importance-of-instructional-design-and-addie/
Garrison, C., & Ehringhaus, M. (n.d.). Formative and Summative Assessment in the
Classroom.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four
levels. San Francisco, CA: Berrett-Koehler.
Kirkpatrick's Four-Level Evaluation Model in Instructional Design. (n.d.). Retrieved from
http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.html
Larson, M. B. (2014). Streamlined ID: A Practical Guide to Instructional Design. New York,
NY: Routledge.
Mager, R. F. (1984). Magers Tips on Instructional Objectives. In Preparing Instructional
Objectives (2nd ed.). Belmont, CA: David S. Lake.
Wiggins, G., & McTighe, J. (1998). What is Backward Design? In Understanding by Design.
Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

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