Instructional Design is defined as “a systematic process that is employed to develop education and training programs in a consistent and reliable fashion” (Reiser & Dempsey, 2007). In addition, Instructional Design models or theories may be thought of as frameworks for developing modules or lessons that 1) increase and/or enhance the possibility of learning and 2) encourage the engagement of learners so that they learn faster and gain deeper levels of understanding.

Instructional Design (ID) models differ from Instructional System Design (ISD) models in that ISD models have a broad scope and typically divide the instruction design process into five phases (van Merriënboer, 1997, pp 2-3):

1. Analysis
2. Design
3. Development
4. Implementation or Delivery
5. Evaluation

In addition, ISD models uses formative evaluations in all the phases and a summative evaluation at the end of the process.

ID models are less broad in nature and mostly focus on analysis and design, thus they normally go into much more detail, especially in the design portion. ID models are normally employed in conjunction with ISD models. The ISD process keeps the entire training, development, or educational process on the correct path or objective, while one or more ID models are used that best supports the learning process being designed. This allows ISD to be similar to plug-and-play, in which you plug the needed ID model into the ISD model.

There are three types of strategies within Instruction Design theories (Reigeluth, 1983):

• Organizational strategies are broken down on the micro or macro level and deals with the way in which a lesson is arranged and sequenced.
• Delivery strategies are concerned with the decisions that affect the way in which information is carried to the student, particularly, the selection of instructional media.
• Management strategies involve the decisions that help the learner interact with the activities designed for learning.