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At FunLMS!™, we try to make teaching and learning as simple and fun as possible. To help course managers provide the most effective content and teaching delivery, we've developed a few common instructional design models, as well as a checklist which you can review while designing your courses. We hope you find this information to be helpful! Also, take a look at the links on the right side of the page for more help.

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The ADDIE Model

1. Analysis
   
   • Identify the audience
   • Define learning objectives
   • Determine delivery options
   • Establish a timeline for implementation
2. Design
   • Document the instructional and technical design strategy
   • Consider the user experience
   • Make a prototype
3. Development
   • Create the content and technical implementation of the course
   • Test your design
   • Revise your design based on tester feedback
4. Implementation
   • Ensure that course logistics are ready (books, supplies, login credentials)
   • Prepare learners for the learning environment
   • Delivery your training!
5. Evaluation
   • Provide your users with opportunities to submt feedback during and after the course
   • Test your design
   • Evaluate successes based on student achievement around objectives

The Rapid Prototyping Model

1. Define concepts and objectives of design
2. Create a simple prototype
3. Allow users to evaluate the prototype
4. Refine the prototype based on user feedback
5. Allow users to evaluate the refined design
6. Refine the prototype based on user feedback, etc., etc...

Instructional design checklist

• Have you conducted a needs assessment?
• Have you identified the target audience and what their particular learning needs are?
• Are you relating course lessons to real-world applications?
• Have you conducted a needs assessment?
• Do you have measurable, documented learning objectives?
• Do your objectives match the design and outline of your course?
• Have you clearly described the course objectives and outline to your students?
• Do your course activities support the objectives?
• Do your activities allow sufficient interaction with course concepts so that students can develop practical skill?
• Do you test student knowledge AND application of course concepts?
• Have you defined course vocabulary?
• Does the content and design immediately grab the attention of students?
• Are course activities appropriate the the desired educational outcome?
• Do you provide feedback to students immediately after they complete a knowledge assessment?
• Does the sequence of course activities flow logically and build progressively?
• Do you provide sufficient examples as to demonstrate the required knowledge and applications?
• Have you related the course concepts to your target audience's typical life or professional experiences in a way that makes the concepts meaningful and memorable?
• Is your content free of grammatical errors and typos?
• If you have offered this course before, have your revised the course recently to reflect changing needs of your students or previous evaluations you have received from students?