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Module: Designing Instruction for the Training Environment
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Module Specifications

Academic Year 2026 - 2027

Module Title Designing Instruction for the Training Environment
Module Code EDU1102 (ITS: ES220)
Faculty DCU Institute of Education School Policy & Professional Practice
NFQ level 8 Credit Rating 10
Description

The purpose of this module is to enable learners to understand and integrate the models and instructional strategies used to design and plan effective instructional training sessions for a variety of holistic learning environments, such as: primary/secondary school, industry, and further, adult and continuing education. Students will also develop an appreciation of the art of creative instructional design. Learners will interact in a series of lectures, workshops and discussion on key concepts and strategies within creative instructional design. Learners will develop a storyboard and a resource pack of step by step planning materials for a training session/course utilising the instructional design approaches and theories. This resource pack will include needs analysis, instructional activities, task analysis, content and evaluation activities.

Learning Outcomes

1. 1D646D08-0803-0001-59D7-5C105AF01DB4
2. Define instructional design and identify its key components
5. 1
6. 1D646D08-0D5F-0001-42E6-12C916E0B7B0
7. Identify the competencies required by instructional designers
10. 2
11. 1D646D08-22F1-0001-D5BE-1DB01AD76B20
12. Identify appropriate instructional design models and criteria for the development of instructional planning materials and content
15. 3
16. 1D646D0A-DCC8-0001-BEC6-1E40838013C4
17. Investigate and evaluate industry appropriate design tools appropriate for developing instructional material for use in a range of teaching and training contexts
20. 4
21. 1D646D0A-B22A-0001-FC50-4D3096241941
22. Design and develop training course materials for specific contexts and identified needs
25. 5
26. 1D646D0A-C295-0001-3019-864011901B55
27. Develop lesson plans to guide trainers working in a diverse range of educational contexts for specific training needs
30. 6


WorkloadFull time hours per semester
TypeHoursDescription
Lecture12No Description
Tutorial12Work-shop based centring on application of key areas such as aesthetic or pedagogic design
Laboratory24Computer Practicals
Assignment Completion88Planning and creation of Portfolio and essay
Independent Study114Independent ICT Skills practice/ Reading
Total Workload: 250
Section Breakdown
CRN10528Part of TermSemester 1
Coursework100%Examination Weight0%
Grade Scale40PASSPass Both ElementsN
Resit CategoryRC1Best MarkN
Module Co-ordinatorOrna FarrellModule TeacherJane O'Kelly
Assessment Breakdown
TypeDescription% of totalAssessment Date
PortfolioTraining portfolio (online) Essay evaluating CID processes100%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.

* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Theme 1
Exploration of the concept of Instructional Design - Role of Subject Matter Expert versus role of Instructional Designer - Instructional Design Competencies suitable for resources within primary/secondary , industry, further, adult and continuing education contexts.

Theme 2
Selecting Instructional Design Models to guide the Instructional Design process - for example - Dick & Carey Model/ Gerlach and Ely/ Tripp and Bichelmeyers's rapid Prototyping/ Knirk and Gustafson etc and ADDIE process

Theme 3
Instructional Design Process - Overview of the Instructional Design Process - Identifying the learner/ learning needs - Content Analysis and Task Analysis - Writing Instructional Goals and Objectives - Sequencing instructional content - Choosing and implementing appropriate Instructional Strategies - Choosing and implementing appropriate assessment strategies

Theme 4
Media Selection-Media Categories - Print/ Still Visual/ Motion Visual/ Audio/ Real Object/ Web-based Media - Models of Media Selection: Instructional Method/ Subject Matter/ Learner Characteristics/ Practical Constraints/ Physical Attributes of Media/ Learning Environment

Theme 5
Aesthetic Design - focus on design elements and criteria for the content materials for training sessions - use of type, lines, boxes, shading and graphics and principles of graphic design(Balance and Emphasis/ Simplicity/ Alignment/ Contrast and Consistency)

Theme 6
Pedagogic Design - Examine variety of pedagogic models and strategies for developing training sessions for the primary/secondary, industry and further education curriculum.

Theme 7
Implementing the instructional episode - Developing appropriate evaluation instruments to assess effectiveness of instructional design approach and materials used within primary/secondary, industry, further, adult and continuing education contexts.

Indicative Reading List

Books:
  • Dick, W. & Carey, L.: 2004, The Systematic Design of Instruction. 6th Edition Allyn and Bacon.,
  • Gagne, R., Wager, W., Golas, K., & Keller, J.M.: 2004, Principles of Instructional Design. 5th Ed.Wadsworth Publishing,
  • Rothwell, W.J. & Kazansas, H.C.: 1998, Mastering the Instructional Design Process: A systematic approach. 2nd Ed. San Francisco: JosseyBass (Pfeiffer),
  • Fields, D., Richey, R., & Foxon, M.: 2001, Instructional Design Competencies: The Standards. 3rd Edition. ERIC Clearinghouse on Information & Technology: Syracuse University, NY.,
  • Flagg, B.N.: 1989, Formative Evaluation for Educational Technologies. Hillsdale, NJ: Lawrence Erlbaum,
  • Gronlund, N.: 1999, How to write and use instructional objectives. 6th Ed. Prentice Hall.,
  • Kemp, J.E., Morrison, G.R. & Ross, S.M.: 1998, Designing Effective Instruction, 2nd Ed. Wiley et al.,
  • Khan, B.: 2005, Managing ELearning Strategies: Design, Delivery, Implementation and Evaluation. Information Science Publishing.,
  • Smith, P. & Ragan, T.: 2004, Instructional Design. Wiley/ Jossey Bass.,


Articles:
None
Other Resources

None
Updated to include transversal skills

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