Optimizing eLearning Through Instructional Systems Design (ISD) Principles

The swift rise of online learning systems has been nothing short of a massive transformation as it has made the lives of many professionals easy. Think about this situation: employees, carrying their laptops or tablets anywhere and anytime and getting trained at their own pace -- amazing isn't it? 

It is similar to having someone to assist with the required resources 24/7, minus the time wasted in traveling or sitting in a class attending lectures for hours. So in a way, there is a scope to improve the traditional classroom way of teaching through online training.

But all is not as easy as it seems -- so hold on to your horses! This is because in spite of the shining nature of online learning, it has its own set of problems -- it’s not full of rainbows and unicorns. So let’s take off the digital curtain and understand the possible common roadblocks that online systems may present to the learners. Also, we will also focus on Instructional Systems Design which when incorporated into eLearning can do wonders for the learners.

Roadblocks Faced by Learners With Online Learning Systems:

Some of the problems that trainees or students may face with online learning systems are as follows:

Engagement Graveyard: Imagine constantly looking at your screen for hours, all eyes over the text-laden textbooks, giving a feeling of having fallen into a text-heavy crypt. Plus, online courses without the much required interactive elements can turn into a non-engaging factor as far as focus and motivation are concerned.

Structure: Unlike instructional systems design, where a set pattern for laying down content with other components is present, an online system without a structure may miss out on essential aspects.

Information Avalanche: Sometimes, learners can often feel as if they have been stuck in an avalanche of vast information. The reason for this is because the course materials might have lots of jargon along with lengthy texts and less diagrams for explanation. Not helping the cause would be: learners are expected to comprehend all this form of data on their own. In other words, there is no systematic flow of explanation with adequate examples and diagrams as it is done in the Instructional System Design model (which we will cover later in the subsequent sections). 

Assessment Maze: Can multiple-choice quizzes be the only choice for different entities to test learners' knowledge base? Well, with this measure, at certain times, it may help but mostly there is a high chance that it may miss the mark especially when soft skills are considered. 

Reason: Compared to assessing people's abilities based on a quiz, soft skills that thrive in real-world scenarios may possibly fail. Just by ticking boxes, would it be possible to gauge a chef or project manager's skills ignoring their actual ability or efficiency in handling the allocated job -- acumen to complete assigned tasks efficaciously?

Optimizing eLearning Through the Implementation of Instructional Systems Design Principles

Imagine that you are planning to go on a long road trip. But it is obvious that you wouldn't just get into the car and start driving without having a clear idea about how to reach the destination. In other words, you need to have proper planning before beginning the trip -- that is, the right route selection, essentials packed and ready, and having a rough idea about the potential roadblocks. In a similar manner, while developing fruitful eLearning experiences for the learners, there has to be a concrete roadmap with a thoughtful approach and the incorporation of Instructional Systems Design (ISD) can help to achieve the same.

Understanding What Exactly is Instructional Systems Design (ISD) and its Key Concepts

The implementation of ISD involves thoroughly understanding the needs of the learners, well-defined learning objectives, creation of content with instructions (think of inquiry-based learning model), and finally, evaluation of how effective the entire program is (does it help in improving critical thinking skills). At its core, Instructional Systems Design comprises of multiple key principles that make it successful -- explained hereunder:

Needs Assessment: Without a well-laid plan for a road trip, one cannot start toward the destination. So, the main agenda of ISD begins by spotting the exact nature of skills and knowledge that learners need to acquire. This process might involve surveys, feedback from the employees regarding the training (e.g. inquiry-based earning), or job-related discussions to figure out the current skill gaps that exist within a firm's training model.

Learner-Centered Design: A kind of training (with Instructional Systems Design principles) that could help the cause of improving critical thinking based on real workplace scenarios will involve incorporating various elements like video lectures and activities involving interactive simulations (inquiry-based learning) and quizzes so as to ensure that learners are engaged and the model caters to different learning preferences.

Clearly Defined Objectives: When clearly thought-out objectives are included in the eLearning programs based on the learning requirements (Instructional Systems Design Principles), learners will gain by the end of the course. and hence, these objectives should be based on the model of SMART – Specific, Measurable, Achievable, Relevant, and Time-bound.

A Quick Look at Various Instructional System Design Models and How It Overcomes the Roadblocks

Now that the incorporation of Instructional Systems Design principles in eLearning courseware has been explored, it is time to understand the different types of models of it and they are:

ADDIE Model: This type focuses primarily on Analysis, Design, Development, Implementation, and Evaluation (involving inquiry-based learning), and this way it ensures a systematic approach. Through the ADDIE model, it becomes possible to comprehend owing to which lacking elements, the engagement factor in the eLearning course is missing.

SAM Model (Successive Approximation Model): Implementation of this model aids to break down the complex-sounding content into bite-sized chunks; thereby allowing iterative improvements. This Instructional Systems Design model when implemented in eLearning assists to circumvent issues pertaining to information overload on the learners.

Bloom’s Taxonomy: Just like having a spice rack containing different kinds of flavors, Bloom’s Taxonomy categorizes learning objectives. This begins from basic recall (remembering facts) to complex creation (designing solutions). This form of Instructional Systems Design model (also incorporating inquiry-based learning) helps to go beyond rote memorization problems, makes quizzes and assessments interesting, and helps learners to understand real-world scenarios.

Conclusion:
Instructional System Design when incorporated in eLearning can help learners to understand concepts easily as learning materials are well structured based on learners’ requirements.

If you as a school, university, or firm want to incorporate Instructional System Design in your eLearning solution, then you can contact VK Creative Learning.