The Instructional Design Process
Our instructional designers will lead faculty through a student-centered instructional design process consisting of 8 phases of analysis, design, and development. It is an iterative process that involves constant formative evaluation and revision.
- Professional Needs. We will review ACPE standards and EPAs (Entrustable Professional Activities) to determine what our students need to be able to do to be successful in the profession. We may also need to perform a needs assessment if the necessary data is not available to us on the specific educational problem we’re investigating.
- Topic Analysis. A topic or task analysis is performed to outline and identify the subject content and essential concepts and topics that need to be covered to address the instructional needs.
- Learning Objectives. Learning objectives are written to define how students will be assessed to determine if learning is achieved.
- Content Sequencing. Learning objectives are sequenced and chunked to form the modules or units of the instruction.
- Instructional Strategies. Activities and assessments are designed to align with the learning objectives to ensure that each learner masters the learning objectives.
- Message Design. Canvas websites, instructional materials such as educational video content, and other interactive-media are designed.
- Instructional Development. All instructional materials and resources are developed or gathered. Educational technologies are applied and set for launch of instruction.
- Evaluation Instruments. Instruments are developed for mid-point and end-point evaluations and contingency plans are set in place for potential failures in technology or other delivery related issues.