Tasks of the design phase (Step-by-step procedures)

The design phase of designing an educational product or experience considers (1) the activities and interactions of both learners and teachers, as well as specification of the procedures that they are expected to perform to achieve the learning objectives; (2) the functionality of technology, scaffolds, and other tools; and (3) the stylistic look and feel of interfaces and the learning environment.

Within the ADDIE model, it is useful to first analyze some of the structural and audience considerations of a project to set the scope for design. However, the ADDIE model does not have to be followed in a linear fashion, and many designers begin at the design phase to think about the activities that they would like to have learners perform - especially if the have an idea for a new or exciting learning experience before they begin any other planning.

Primary tasks and procedures of the Design Phase

The design phase of the ADDIE model

The primary tasks involved with actually designing and planning out how an educational product will determine the look and feel of the experience, as well as defining what the role and expected interactions of participants, instructors, and technology/media will be.

First, when a product is designed, the designer creates specifications for 1) how it should look and 2) how people should use it and what they should do. These decisions are recorded in design specifications. So, it is also important to master the development of design specifications or writing instructions for how things should go when the product actually begins to be built.

Primary procedures for designing learning products:

• Designing learner interactions, activities, and expected procedures - The Primary Task of Instructional Design
• Determining specific design features
• Developing and documenting design specifications
• Documenting your designs
• Designing teacher or facilitator interactions and instruction
• Designing the learning environment
• Designing technology and interfaces
• Designing the stylistic look and feel of interfaces, design features, and learning environments
• Designing media and information sources
• Designing supports and scaffolds for learners
• Designing formative evaluation and monitoring
• Determining specific design features
• Using mockups, wireframes, and use cases in design