Module: Designing Instruction for the Training Environment

Latest Module Specifications

Current Academic Year 2025 - 2026

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. Define instructional design and identify its key components
2. Identify the competencies required by instructional designers
3. Identify appropriate instructional design models and criteria for the development of instructional planning materials and content
4. Investigate and evaluate industry appropriate design tools appropriate for developing instructional material for use in a range of teaching and training contexts
5. Design and develop training course materials for specific contexts and identified needs
6. Develop lesson plans to guide trainers working in a diverse range of educational contexts for specific training needs
7. The student will be able to demonstrate the ability to find, access and organise appropriate information and resources in digital environments.
8. The student will be able to effectively engage with emerging technologies and their applications in order to improve and update one's digital competence.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	12	No Description
Tutorial	12	Work-shop based centring on application of key areas such as aesthetic or pedagogic design
Laboratory	24	Computer Practicals
Assignment Completion	88	Planning and creation of Portfolio and essay
Independent Study	114	Independent ICT Skills practice/ Reading
Total Workload: 250

Section Breakdown
CRN	10550	Part of Term	Semester 1
Coursework	100%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Orna Farrell	Module Teacher	Jane O'Kelly

Type	Description	% of total	Assessment Date
Assessment Breakdown
Portfolio	Training portfolio (online) Essay evaluating CID processes	100%	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