INSTRUCTION & DESIGN
My Role as an Instructional Designer
Jackie Rosolowski | September 20, 2025
As an instructional designer, I have had the opportunity to combine my educational knowledge and experience with digital design platforms and principles. At Instruction by Design, my primary goal is to design instructional solutions that help people solve problems (Reiser, 2001). I strive to take on projects that fit within my skillset and will work with you to create quality instructional tools that meet the needs of your learners.
To begin this process, I will conduct a thorough needs analysis so I have a clear understanding of who the learners are, what they need to learn, what constraints must be considered, and how to best present the material (Lawson & Lockee, 2020). This information will not only help with building a learning tool, but it will also confirm if I have the skills and expertise to create what you need.
Once we begin the project, honest communication will be key in seeing the project brought to life. I will provide you with project updates throughout the design and development phases and would anticipate your quick response to any questions that I have. I consider it a privilege to work together as we create instruction by design.
Lawson, M.B. & Lockee, B.B. (2020). STREAMLINED ID: A practical guide to instructional design (2nd ed.). Routledge.
Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57–67.
Following the Master Teacher
Jackie Rosolowski | July 8, 2025
Jesus was the ultimate teacher as He combined His awareness of why He came with His understanding of the people and the time in history that He was living in. Everything He said and did reflected this awareness and led Him to question people’s worldviews, knowledge, and motivation (Newell, 2019). By remaining focused on His objective, He tailored His message to the audience He was addressing. He used techniques that were relevant and familiar to people in that time period (Newell, 2019). Often, He would use stories or parables with contexts that the audience could understand or even place themselves within (Newell, 2019). He knew who He was talking to and what they needed to hear in that moment to instruct them in a meaningful way.
As instructional designers, we can use Jesus’ example by knowing as much as we can about the audience and looking for relevant and creative ways to present content. We need to have clear objectives and an understanding of what we are trying to teach. With that knowledge, we can take that content and design for the specific learners that will learn it. This may stretch us as we find ways to develop for each set of specific learners, but doing so will help us develop a meaningful instructional tool and hopefully increase the chances that the teaching will be retained as learners achieve the project’s goal.
Newell, T. (2019, February 8). What kind of teacher is Jesus? Crossway. https://www.crossway.org/articles/what-kind-of-teacher-is-jesus/
Cognitive Task Analysis
Jackie Rosolowski | June 30, 2025
A task analysis gives instructional designers added resources to use to develop an instructional tool by breaking down a task into the subtasks that need to be done to accomplish it, ultimately showing what learners need to do and what they need to know to be able to do it (Anchor AI, 2024; Stefaniak, 2024). A cognitive task analysis can be conducted to not only understand the task and its subtasks, but to also gain insight into the thoughts, knowledge, and decision-making processes that the learner needs to use to complete it (Anchor AI, 2024).
A cognitive task analysis begins by identifying the task and determining the sources of data that will be used to understand the task (observations, interviews, document analysis, focus groups, or surveys) (Stefaniak, 2024). Instructional designers then work to understand the task by breaking it down into the subtasks, while also considering the thought processes and decision-making skills that are needed (Peck, 2021; Stefaniak, 2024; Cennamo & Kalk, 2019). This breakdown is often visualized using a flowchart that helps designers see the necessary actions and thoughts, giving them a better understanding of what information needs to be included in the course and the sequence that should be used to present it (Anchor AI, 2024; Cennamo & Kalk, 2019). A task analysis can help guide the design and development process by providing a detailed look at the task and the parts of it that need to be addressed using instruction.
Anchor AI (2024, April 16). How to conduct a task analysis (with examples). https://www.anchor.ai/blog/task-analysis-examples
Cennamo, K. & Kalk, D. (2019). Real world instructional design:
An iterative approach to designing learning experiences (2nd
ed.). Routledge.
Peck, D. (2021, April 17). 5 types of analysis for instructional
design [Video]. YouTube.
https://www.youtube.com/watchv=2qwVTiEL3I
Stefaniak, J. E. (2024). Using task analysis to inform instructional design. Design for Learning: Principles, Processes, and Praxis. https://edtechbooks.org/id/task_and_content_analysis
SAM 1: Successive Approximation Method
Jackie Rosolowski | June 27, 2025
According to Allen, (n.d.), SAM 1 is a modified version of SAM and is useful for small projects that need to be completed quickly by a small design team. This process begins with an evaluation that considers the goals and objectives of the project along with the needs and characteristics of the learners. With limited information collected, key stakeholders meet for the Savvy Start, where background information is discussed and a prospective project design is sketched out. The strengths and weaknesses of this initial sketch are identified and that information is used to guide further design and development. The SAM model believes in the importance of using prototypes to communicate project development rather than using written descriptions. This helps to eliminate misunderstandings or misinterpretation by giving stakeholders the opportunity to see and experience the project prior to its completion. An initial prototype is developed and evaluated based on the feedback from the Savvy Start. From there, the design-develop-evaluate cycle can be completed two more times if desired, creating new and possibly better options to include in the final project. Throughout this process, SAM provides the opportunity for corrections and improvements to be made, and it culminates with a final project evaluation leading up to the project’s implementation.
Allen, M. (n.d.). Successive approximations model. Allen Interactions. https://learn.alleninteractions.com/allen-interactions-rapid-instructional-design-and-development-with-sam?hsCtaTracking=a1632f8b-2a37-4127-83ed-cf5c4942bd54%7C3c414182-c3f3-4600-8498-90f730495bd9
Embracing Change and Advancement
Jackie Rosolowski | June 25, 2025
Since our goal is to provide learners with positive learning experiences, being aware of the advancements in technology can have a direct impact on the instructional tools that we develop. Two areas that we see this is in responsive design and AI generators.
Knowing that much of the content that people consume is done using handheld devices makes it important to design with this in mind (Interaction Design Foundation- IxDF, 2016). Since the dimensions of the screen are different for computers, tablets, and smart phones, using resources with responsive design allows us to develop web-based applications that automatically format the content for each of these devices, making the design process quicker and more economical (Interaction Design Foundation- IxDF, 2016). Programs like Adobe Captivate and WordPress utilize responsive design, which can help us create instructional tools that learners can access according to their preferred device.
Developments with Artificial Intelligence can also help save time, while giving us the ability to customize the needs of each instructional tool that we design (Tang Technology, 2024). By effectively prompting AI with context and descriptive adjectives, text and graphics can be generated that are tailored to our specific projects (Tang Technology, 2024). This personalized content is created quickly, saving us the time that we could have spent writing content or searching for the just-right graphic.
Interaction Design Foundation – IxDF. (2016, June 3). What is Responsive Design (RD)?. https://www.interaction-design.org/literature/topics/responsive-design
Tang Technology. (2024, January 2). Enhancing instructional design with ai: practical tips for using dall-e and similar ai imaging tools. https://tang.technology/2024/01/02/ai-images-for-instructional-design/
Empathetic Design
Jackie Rosolowski | June 13, 2025
Developing eLearning training solutions with an empathetic design process considers the learners needs, experiences, and the environment they will use the training in (Hogle, 2019). This method of instructional design is student focused as it seeks to create relevant and engaging learning experiences by envisioning how the learner will use what they already know to interact with the learning tool (Hogle, 2019). Taking the time to understand the audience through polls, surveys, emails, observations, or interviews is an extra step that can help provide an added level of understanding that humanizes the learners, rather than just viewing them as statistics on paper (Gutierrez, n.d.).
Gutierrez, K. (n.d.). Empathy as your starting point for the greatest eLearning design. Shift. https://www.shiftelearning.com/blog/empathy-as-your-starting-point-for-great-elearning-design
Hogle, P. (2019, February 18). Design thinking approach to eLearning emphasizes empathy. Learning Guild. https://www.learningguild.com/articles/design-thinking-approach-to-elearning-emphasizes-empathy/?rd=1
Multi-Modal Planning
Jackie Rosolowski | June 11, 2025
When planning an instructional solution, it is important to know about the learning objectives and instructional content, along with having an understanding of both the learning context (where the material will be learned) and the application context (where it will be used in the future) (Cennamo & Kalk, 2019). While this information can help drive the development process, it is also important to understand the different ways that students learn. Often called learning modalities, these learning pathways represent the ways that students receive, process, and retain information (Pina, 2024). Students possess different combinations of modalities, which include visual, auditory, and kinesthetic, but some have expanded these categories to also include reading/writing, logical, and social modalities (Pina, 2024). Because students are unique in the ways they process information, it is important to develop instructional solutions that meet their needs and considerations should be made to incorporate as many modalities as possible, making the resources multi-modal (Cennamo & Kalk, 2019). By combining the information known about the content and contexts, while making considerations for the different learning modalities, designers will create an effective instructional solution.
Cennamo, K. & Kalk, D. (2019). Real world instructional design: An iterative approach to designing learning experiences (2nd ed.). Routledge.
Ріпа, I. (2024, October 22). Understanding learning modalities. Learn Solutions. https://pg-group.online/understanding-learning-modalities/
Microlearning
Jackie Rosolowski | April 11, 2025
Microlearning considers the learner’s short attention span and busy schedules as it delivers content in small chunks that can be easily processed (Peck, 2025). Content is visually simplified and excess information is eliminated to make the learning process more efficient and effective (Peck, 2025; Digital Learning Institute, n.d.). Brain research supports this learning method because it considers the brain’s limited short-term storage capacity and seeks to develop learning solutions don’t overload it (Papaioannou, 2021). Microlearning focuses on a single learning objective that is presented in a straightforward way so that the content can be processed and applied quickly which helps increase retention (Papaioannou, 2021). Designing a course using continuous scrolling (as opposed to slides with buttons) can help increase the speed at which a microlearning unit is completed.
Digital Learning Institute. (n.d.). Microlearning design tips. https://www.digitallearninginstitute.com/blog/microlearning-design-tips
Papaioannou, E.Z. (2021, May 12). 4 truths and 4 myths about microlearning. eLearning Industry. https://elearningindustry.com/microlearning-truths-myths
Peck, D. (2025, January 3). 10 top online learning trends for 2025: Definitive guide. https://www.devlinpeck.com/content/online-learning-trends
Assessing Needs
Jackie Rosolowski | April 7, 2025
The needs assessment serves as the starting point for the instructional design process. According to Lawson & Lockee (2020), once it has been determined that instruction is the best way to address a problem, it is crucial to conduct a thorough needs assessment. Doing this will help the designer identify the objectives/goals, target learners (including their prior knowledge, performance context, learning environment, and cultural backgrounds), stakeholders, available resources, and other possible constraints. This information will be the foundation used to develop the learning tool. Failure to complete this analysis phase could create an assortment of problems once the instructional tool is implemented. Logistical issues could arise from poor choices in technology/delivery methods. Time could be wasted if the instructional tool fails to address the problem, time constraints, or consider the target learners’ prior knowledge. Not considering the target learners’ cultural backgrounds could cause offense or make it difficult/impossible for some learners to complete the training. If the performance context isn’t considered in the instructional methods, then the learners may have difficulty applying the training. There are many components to consider at the beginning of the instructional design process. Taking the time to do this well will ensure the creation of an instructional tool that sets up the designer and the learner for success.
Lawson, M.B. & Lockee, B.B. (2020). STREAMLINED ID: A practical guide to instructional design (2nd ed.). Routledge.
Designing with ADDIE
Jackie Rosolowski | March 28, 2025
The ADDIE model is often used by instructional designers to guide the creation of an instructional solution. ADDIE stands for Analysis, Design, Development, Implement, and Evaluate.
In the Analysis phase, designers conduct a needs analysis to collect background information that is relevant to the project. Having this information up front is an important place to start so the instructional solution can be designed effectively and efficiently. A needs analysis should identify the problem, audience, and desired results while considering the contexts and constraints (Leffler, 2024; Larson & Lockee, 2020).
The Design phase can be seen as a blueprint or rough draft. The background information is combined with learning theories and strategies that can be used to reach the learning objectives (Larson & Lockee, 2020). Content is sequenced, storyboards are created, scripts are written, prototypes are designed. (NeuroFeedSnack, 2018). Instructional materials, activities, resources, and assessments are also considered (Lasky, 2024).
The Development phase begins after a design plan is approved. This is where the instructional solution is made into a usable product (Larson & Lokee, 2020). As project elements are developed, tested, and revised, regular communication is essential. Team members must collaborate effectively within their defined roles, and the client and other stakeholders should receive project updates so they know exactly what to expect when it is completed (Evanick, 2023).
The Implementation phase begins when the instructional solution is accessed and used by the target audience. This may be done first with a small group, and then when it is ready, it is deployed. At this point, the instructional designer transitions into a support role as they respond to the success and challenges that the learners experience using the product (Larson & Lockee, 2020).
The Evaluation phase is used to determine if the instructional tool is accomplishing the purpose it was designed for (Larson & Lockee, 2020). Formative evaluations are used throughout the design process to quickly identify and correct problems along the way (Salas, 2018; NeuroFeedSnack, 2018). After the final implementation, a summative evaluation is completed to determine the instructional solution’s overall effectiveness (Lasky, 2024). Receiving feedback based on people’s reactions and the product’s performance helps designers decide if improvements needs to be made (Lasky, 2024).
Evanick, J. (2023, July 13). Communication and collaboration in instructional design projects. eLearning Industry. https://elearningindustry.com/communication-and-collaboration-in-instructional-design-projects
Larson, M.B. & Lockee, B.B. (2020). STREAMLINED ID: A practical guide to instructional design (2nd ed.). Routledge.
Lasky, J. (2024). ADDIE model. Salem Press Encyclopedia.
Leffler, N. (2024, August 10). ADDIE isn’t so bad afterall, as long as you use it right. Techstructional. https://www.techstructional.com/addie-not-bad-afterall/
NeuroFeedSnack (2018, July 22). ADDIE model of instructional design [Video]. YouTube. https://www.youtube.com/watch?v=JxShaB4R0d8
Salas, A. (2018). Integrating ADDIE With Digital Learning. TD: Talent Development, 72(11), 57ID–60ID.