7-Step Model for Learner-Centered Instructional Design

Step #1 – Listen

As the Instructional Designer, listen carefully to the Subject Matter Experts (SME) to determine how they think about the teaching and learning process. Are they use to simply providing information and then

testing for retention? Do they actively engage participants in the learning process?

Step #2 – Develop Learning Goals

When learners finish the training/course, what are they expected to be able to do? What skill set are they expected to leave with? What knowledge is desired for retention and transfer?

Step #3 – Chunk it!

What are the natural divisions in the training/course? How does the content “hang together?” By topic? By chronology? By process?

Step #4 – Create Activities

What makes sense to have students do to DEMONSTRATE learning? Online discussions can examine issues in depth, requiring well-developed input from all participants. Wikis provide online spaces for

collaborative group work that can track the contributions of each group member. A host of other online tools allow for user-developed content – blogs, ePortfolios, timelines, story boarding, audio and video

creations. These also become formative assessments.

Step #5 – Develop Resources

What do students need to complete the activities created? Articles? Websites? Voice-over PPTs? Video lectures? YouTube? Textbooks?

Step #6 - Assessment

How will you know the degree to which students have mastered the learning outcomes? Having clearly defined learning outcomes helps to develop appropriate learning assessments. Do you need a final

exam? Or, is the work the students produced in completing the learning activities proof enough?

Step #7 – Review for Alignment

Ideally, in each “chunk” of the training/course there will be alignment between the learning outcomes, learning activities, and resources needed to complete the assessments of student learning. Similarly, the

chunks of learning should align with the course learning outcomes, though in some cases the learning outcomes may be met by overarching, course-long or cumulative projects or assessments.

© Hayslett, C., Schweizer, H. 2010