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

The '''[[Design|design phase]]''' of designing an educational product or experience considers (1) the [[Interactions and activities|activities and interactions]] of both [[Participant, student, or learner|learners]] and [[Instructor, teacher, or facilitator|teachers]], as well as specification of the procedures that they are expected to perform to achieve the [[Learning objectives and outcomes|learning objectives]]; (2) the functionality of [[Educational technology|technology]], [[Scaffolding and support mechanisms|scaffolds]], and other tools; and (3) the stylistic look and feel of [[Interface|interfaces]] and the [[learning environment]].

Within the [[ADDIE Model|ADDIE model]], it is useful to first analyze some of the [[Structural Considerations of Design|structural]] and [[Audience considerations of design|audience]] considerations of a project to set the [[Project scope|scope for design]]. However, the [[ADDIE Model|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 ==
[[File:ADDIE design.png|alt=The design phase of the ADDIE approach|center|thumb|450x450px|The design phase of the [[ADDIE Model|ADDIE model]]]]
The primary tasks involved with actually [[Design|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 [[Interactions between people, instructors, and computers (analysis)|expected interactions]] of [[Learner or participant|participants]], [[Instructor, teacher, or facilitator|instructors]], and [[Educational technology|technology/media]] will be. 

First, when a product is '''designed''', the designer creates [[Design specifications|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 [[developing design specifications|development of design specifications]] or writing instructions for how things should go when the product actually begins to be built.

'''Primary procedures for designing [[Educational Product|learning products]]:'''

* Designing learner interactions, activities, and expected procedures - '''The Primary Task of [[Instructional Design]]'''
* Determining specific design features
* Developing and documenting design specifications
* [[Documentation of Design|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