01.+Definitions

Several ID definitions share the following elements: 1. an identifying statement (practice, method, etc), 2. components (goal, assessment, ADDIE, etc), 3. reference to an end product of the design (instructional material, etc.) and 4. goal (enhance instruction, etc.).
 * What is Instructional Design?**

Systematic, consistent, reliable, creative, active, dynamic, collaborative Methodology, process, practice, approach, development, guidance system, instructional system design, arts and science, system
 * 1. ID/ISD is a:**

Philosophy (learning theories and instructional design models) defining the end goal of instruction, oriented on a central goal, analyzing current states and needs of learners/human performance problems, includes measurable outcome, centered on learner, ADDIE (analyze design, develop, implement, evaluate)
 * 2. components:**

Instruction and activities, learning materials, education and training programs, information resources, instructional environment, intervention, solution
 * 3. product**

To enhance instruction, to ensure quality of instruction, to transform the state of not knowing to the state of knowing, to maximize the effectiveness, efficiency and appeal of instruction, helps students learn more efficiently and effectively, achieve a specified goal.
 * 4. goal**

My defnition based on the common elements of ID definitions: //A dynamic and systematic method, incorporating learning theories and design models, to create efficient and effective solutions to human performance problems by focusing on learners needs, end goals and measurable outcomes.//


 * What does Instructional Designers Do?**

Resource: Richard F. Kenny, Zuochen Zhang, Richard A. Schwier, Katy Campbell: A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked, Canadian Journal of Learning and Technology, 31 (1), 9-26. []

This literature review examined ten articles on this topic. They all reviewed process-based ID models as opposed to theory-based. The purpose of this paper was to determine weather instructional designers follow ID models strictly in their work and what other activities they are involved with. It seems that the assumption is that all ID processes will be completed, in the order prescribed and to the same extent. But research shows that in practice IDers do not always implement all the traditional ID tasks and that less than 50% of their time is spent on these tasks. In one research respondents were asked to identify ID tasks that they omit and rate the reasons for not using them. 25% of respondents regularly omits 7 of 11 activities because decisions were already made, not enough time, or considered unnecessary. Some of the non-ID tasks include:
 * Create schedules and track/report progress
 * Meet with project team and organize team meetings
 * Conduct research
 * Design marketing strategies, deliver marketing presentation and give demos
 * Interview and hire staff


 * Interviews:**

ID translates SME's tacit knowledge to explicite knowledge. Knowledge is not equal to chunks of information. (Christina Rogoza, senior ISD at U of Manitoba)