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Models of training design: instructional design system (IDS)

Instructional System Design (IDS)

The instructional design system (IDS) aids in the design, development and delivery of training programmes.

It is a relatively straightforward system comprising five key phases of training programme development, known as the ADDIE:

Analyse
Design
Development
Implementation
Evaluation and control

Branson et al. (1975) suggest that a comprehensive training programme can be developed by following these steps. The image below provides an overview of the five phases and tasks that should be conducted in each to ensure an effective training programme.

_{Click to enlarge image}

There are several characteristics that should be present in IDS (Gustafson and Branch 2002):

Learner-centred	The learner should be the focus point of all instruction
Goal-oriented	Well-defined project goals reflecting the client’s expectations are established in the IDS process
Focuses on real-world performance	Prepares learners to perform the behaviour that will be expected of them in the real world
Outcomes can be measured	Assessment instruments should be valid and reliable
Empirical	Data is at the heart of the IDS process; collection begins during the initial analysis and continues through to implementation
Team effort	Usually involves a team effort because of their size, scope and technical complexity requiring a variety of individual skills

References

_{Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., and Hannum, W. H. (1975) Interservice Procedures for Instructional Design Systems Development: Executive Summary and Model. Tallahassee, FL: Centre for Educational Technology}

_{Gustafson, K. L. (2002) ‘The Future of instructional design’. in Trends and issues in instructional design and technology. ed. by Reiser, R. A. and Dempsey, J. A. New Jersey: Merrill}