Instructional Design Training Course

Participants can create learner and task analyses that guide content, support and delivery choices.

• Learner personas document prior knowledge, motivation, language, access, and confidence
• Context analysis identifies workplace tools, time pressures, supervision, and consequences
• Critical task analysis breaks job performance into decisions, actions, and standards
• Novice-to-expert differences shape examples, practice support, and performance criteria
• Representative scenarios reflect errors, exceptions, risk points, and stakeholder interactions
• Entry assessments establish prerequisite knowledge before formal instruction begins

Participants can select instructional approaches using adult learning, cognitive and motivational principles.

• Andragogy connects relevance, autonomy, experience, readiness, and problem-centred learning
• Cognitive Load Theory manages intrinsic, extraneous, and germane processing demands
• Chunking limits information load through meaningful instructional units and signposting
• Scaffolding fades prompts as learners demonstrate independent task performance
• Retrieval practice strengthens recall through low-stakes questioning and spaced review
• Gagné's Nine Events structure attention, guidance, practice, feedback, and transfer

Participants can write measurable objectives and align them with content, practice and assessment.

• Bloom's Taxonomy distinguishes remembering, understanding, applying, analysing, evaluating, and creating
• Observable verbs replace vague objectives such as know, understand, and appreciate
• ABCD objectives specify audience, behaviour, condition, and degree of performance
• Performance criteria define accuracy, speed, quality, safety, and decision thresholds
• Constructive alignment links objectives, instructional activities, and assessment evidence
• Objective hierarchies separate enabling knowledge from terminal job performance

Participants can organise source material into a coherent learning sequence with appropriate practice points.

• Content inventories distinguish essential knowledge from reference and supplementary material
• Curriculum maps show dependencies between concepts, skills, decisions, and assessments
• Simple-to-complex sequencing introduces foundations before exceptions and judgement calls
• Whole-part-whole design connects task context with component skill instruction
• Worked examples demonstrate expert reasoning before learner performance attempts
• Practice schedules progress from guided rehearsal to independent workplace application

Participants can design valid assessment methods and feedback processes aligned to workplace performance.

• Assessment blueprints map objectives to methods, evidence, weighting, and pass criteria
• Knowledge checks test recall, interpretation, calculation, and decision-making accuracy
• Performance assessments use observation checklists, scenarios, simulations, and demonstrations
• Analytic rubrics describe quality levels across predefined performance dimensions
• Distractor design reflects credible misconceptions rather than arbitrary wrong answers
• Feedback models specify evidence, gap, corrective action, and next performance attempt

Participants can choose delivery methods and media that fit objectives, learners and operational constraints.

• Method selection weighs task complexity, learner numbers, risk, cost, and access
• Demonstration-practice-feedback cycles support procedural and interpersonal skill development
• Case methods develop judgement through evidence, alternatives, consequences, and decisions
• Facilitated discussion uses prepared questions, divergent views, and documented conclusions
• Virtual delivery combines polls, breakout tasks, annotation, and structured debriefs
• Blended pathways assign preparation, live application, workplace practice, and follow-up

Participants can produce clear design specifications for facilitators, developers and learners.

• Storyboards specify screen content, narration, interactions, feedback, and media assets
• Facilitator guides document timings, instructions, questions, materials, and debrief points
• Participant workbooks support note-making, decisions, practice records, and job aids
• Slide design applies signalling, visual hierarchy, proximity, and restrained text
• Source references distinguish required policy content from designer-created explanatory material
• Version control records authors, approvals, changes, dates, and release status

Participants can review learning materials against accessibility, inclusion and quality criteria.

• WCAG 2.2 informs contrast, captions, keyboard access, and alternative text
• Plain language reduces unnecessary jargon, ambiguity, dense sentences, and hidden assumptions
• Inclusive examples avoid stereotypes while representing relevant learner roles and contexts
• Accessibility reviews check documents, slides, videos, activities, and digital interactions
• Quality assurance checklists test alignment, accuracy, usability, consistency, and approvals
• Pilot feedback identifies confusion, timing issues, technical defects, and missing support

Participants can plan implementation, evaluate learning impact and prioritise design improvements.

• Kirkpatrick levels distinguish reaction, learning, behaviour, and results measures
• Evaluation plans specify questions, indicators, sources, owners, timings, and decisions
• Pre- and post-assessments compare capability against defined performance criteria
• Manager observation guides capture workplace application after formal learning concludes
• Implementation plans coordinate communications, enrolment, facilitators, materials, and technical support
• Revision backlogs prioritise defects, learner feedback, performance data, and policy changes