Identify and analyze the learning context. Determine learning goals and substantiate the need for learning the material. Describe the learning environment as it relates to the physical, social, intellectual and emotional realms of the surroundings.
Conduct a learner analysis. Determine the learner's cognitive, affective, social and physiological characteristics. Establish similarities, differences, transforming and constant individual distinctions.
Analyze the learning task. Write a learning goal that includes what the learners should know or do at the end of instruction. Write learning objectives that describe the actions, skills or attitudes of the learners after instruction.
Create an assessment tool. Determine what type of assessment instrument will be utilized. Be sure it is reliable and valid.
Create an instructional organizational strategy that includes an introduction, body, conclusion and assessment.
Determine a delivery strategy that incorporates different modes of instructional delivery methods. Utilize more than one mode of delivery.
Design a management strategy. Schedule learning activities and acquire instructional resources in a sequential order.
Provide and deliver instruction to the learners.
Conduct an assessment of learners and an evaluation of instructional design. Evaluations are both formative and summative.
Conduct a formative evaluation that includes an analysis of the design phases, learners' problem areas and assessment results.
Conduct a summative evaluation that determines the overall effectiveness of instruction. Analyze learner outcomes and attitudes. Consider the ease of implementation and program costs.
Re-think, rewrite and revise instructional materials and the instructional systems design process.