The Domain of Instructional Design

According to Glaser (1976), instructional design is the core of instructional technology. It “is the process of specifying the conditions for learning” (Seels & Richey, 1994, 30). The process of design includes both the process of analysis of the needs and conditions for learning as well as the actual design of instruction. “Conditions for learning” refers to the specifications required to describe how learning will occur including the design of the delivery system, messages and strategies that will be included in the instruction. The purpose of instructional design is to make decisions at both the macro and micro levels. Macro-instructional design involves curricula and programs while micro-instructional design includes lessons and modules (Seels and Richey, 1994). Thus, work in this domain involves using a series of welldefined steps and processes to making design decisions that are informed by research and practice.