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by Cik Siti Najwa Abd Rahman

Instructional Design 101

Designing Learning That Sticks

Start

Instructional Designer at Pusat Pembangunan Akademik (PPA), UPSI.

Graphic Designer cum Video Editor at Institut Pengajian Siswazah (IPS), UPSI.

Internship at Pusat Pembangunan Akademik (PPA), UPSI.

Bachelor (Hons.) in Instructional Communication and Training, UiTM Shah Alam.

Diploma in Communication and Media Studies (MassComm), UiTM Rembau.

2018 - 2020

2023

2023 - 2024

2024 - 2025

2021 - 2023

About Trainer

INTRODUCTION

LET'S WARM UP THIS ROOM!

OVERVIEW

SETTING EXPECTATIONS

By the end of this session, participants will be able to:

Identify the phases of the ADDIE model and its relevance to course design.

Draft clear, measurable learning outcomes using Bloom's Taxonomy.

Describe the importance of instructional design in teaching and learning.

LO 3

LO 2

LO 1

ADDIE MODEL

BLOOM'S TAXONOMY

CURRICULUM DESIGN vs INSTRUCTIONAL DESIGN

What you will learn:

MODULE 1

CURRICULUM DESIGN VS INSTRUCTIONAL DESIGN

'Your content is good, but it'll engage much more if it's interactive.' Genially

That's your job to find out by clicking on the tab below.

And why this distinction matters?

Instructional design defines the learning experience - how students actually engage with content in your class, both face-to-face and online.

Curriculum design defines the scope of what students will learn throughout the program.

20.00 h

20.04 h

20.00 h

20.20 h

As a new lecturer in a higher education institution like UPSI, you are not only teaching - you are contributing to a structured academic journey designed to shape students into knowledgeable, skilled graduates. To do this effectively, you need to understand two key layers of educational planning: Curriculum Design and Instructional Design.

In short...

Info

ACTIVITY!

What was the best class you ever had - why? What was the worst class you ever had - why?

What Makes a Great Learning Experiences?

MODULE 2

BLOOM'S TAXONOMY

Degree

ABCD Model For Writing Learning Outcomes

Condition

Behaviour

Audience

Info

ACTIVITY!

Craft Your Own Learning Outcomes

MODULE 3

ADDIE MODEL

What and Why ADDIE Model?

ADDIE is a systematic instructional design framework used to create effective learning experiences.The acronym stands for Analyze, Design, Develop, Implement, Evaluate.It's widely applied in education and corporate training to ensure high-quality outcomes.

Ensures structured and goal-oriented training.

Allows for continuous improvement through feedback loops.

Applicable to various learning settings, including e-learning, blended, and face-to-face formats.

EVALUATE

IMPLEMENT

DEVELOP

DESIGN

ANALYZE

More Info

❌ Bad slides = information overload = students confused or tired✅ Good design = clearer message = students stay engaged and remember better

Why Is It Important for You as a Lecturer?

Help lecturers design slides, videos, and other teaching materials so that students can understand better and learn more effectively - without getting overloaded or distracted.

What Are Mayer's Multimedia Principles?

Additional Infos:

ACTIVITY!

ADDIE! ACTION!

SUMMARIZE IT!

So, your key takeaways are...?

Let's Recap!

ADDIE Model

Bloom's Taxonomy

Curriculum Design vs Instructional Design

DUMP YOUR THOUGHTS

Q & A

Do reach out for inquiries.

Thank You

Designs the course/module (CLOs, content, activities, assessment)

Uses models like ADDIE, based on learner needs

🎯 Instructional Design = Learning Experience

Structures the whole program (courses, semesters, PLOs)

Aligns with MQF, institutional goals

🧱 Curriculum Design = Big Picture

Design

Objective:Create a blueprint for the course or program. Key Activities:

1. Write learning objectives (use SMART criteria: Specific, Measurable, Achievable, Relevant, Time-bound).

2. Choose instructional methods (lectures, videos, case studies).

3. Outline course content and structure (storyboards, lesson plans).

4. Select assessment tools (quizzes, assignments).

Outcome: A detailed plan for course development.
Evaluate

Objective:Assess the effectiveness of the training program.Key Activities: Use formative evaluation during the course to make real-time adjustments. Conduct summative evaluation after completion to measure overall impact. Collect feedback from learners and instructors (surveys, interviews). Analyze data to identify areas for improvement. Outcome: Clear understanding of what worked and what needs refinement.

A strong curriculum provides structure. A well-designed instruction brings it to life. Understanding how curriculum design and instructional design work together helps you:

Align your course with program goals (constructive alignment)

Make better decisions in your teaching practice

Contribute meaningfully to curriculum reviews or audits

Improve student engagement and learning outcomes

Implement

Objective:Deliver the course or training to learners. Key Activities: Organize logistics (schedule, platform setup, invitations). Train instructors/facilitators. Roll out the course to learners. Monitor learner progress and engagement during delivery. Outcome: Course is live and learners are actively participating.

From basic to complex thinking:

1. Remember - list, recall

2. Understand - explain, summarize

3. Apply - use, solve

4. Analyze - compare, break down

5. Evaluate - judge, defend

6. Create - design, produce

💡 Framework to WriteLearning Outcomes

✅ Use action verbs to make CLOs measurable

Objective:Identify learning needs and understand the target audience. Key Activities: Conduct needs analysis (surveys, interviews, focus groups). Define the learning goals. Identify constraints (time, budget, resources, audience preferences). Outcome: A clear understanding of what needs to be taught and to whom.

Analyze

Develop

Objective:Build the course materials based on the design phase.Key Activities: Create multimedia content (slides, videos, infographics). Prepare written materials (handouts, guides). Develop assessments (online quizzes, group projects). Test prototypes (trial runs with a small group). Outcome: Fully developed learning resources ready for implementation.

Remove distractions (Coherence)

Use visuals + narration, not text overload (Modality)

Highlight key info (Signaling)

Chunk info (Segmenting)

Talk like a real person (Personalization)

🎨 Mayer's Multimedia Principles(Keep it simple!):

1. Analysis - Who are the learners?

2. Design - Plan CLOs, activities, assessments

3. Development - Create materials

4. Implementation - Deliver the course

5. Evaluation - Review and improve

🔄 ADDIE Model (Course Design Process):

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Instructional Design 101: Designing Learning That Sticks

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Instructional Design 101: Designing Learning That Sticks

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Instructional Design 101 - Design Learning That Sticks

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Bonus Notes: Micro-Credentials 101 | Genially

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Course Mapping Template for Micro-Credentials

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Course Mapping Template for Micro-Credentials

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Create, interact, and analyze — engage audiences and spark real conversations in meetings and classes.

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A great learning experience balances three elements: meaningful purpose, active engagement, and timely feedback. Learners know why the content matters, interact through inquiry, collaboration, or creation rather than passive listening, and receive feedback that is immediate, specific, and actionable, fueling reflection and iteration.  The worst class that I had was pure lecture-based, where I had to deliver the theories and there was only one-way communication.

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A great learning experience balances three elements: meaningful purpose, active engagement, and timely feedback. Learners know why the content matters, interact through inquiry, collaboration, or creation rather than passive listening, and receive feedback that is immediate, specific, and actionable, fueling reflection and iteration.  The worst class that I had was pure lecture-based, where I had to deliver the theories and there was only one-way communication.

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The best class I ever taught was Programming in C++ because I managed to instill the correct understanding evident by the students' ability to come up with good IT projects during final assignment submission. Even the weak ones managed to pass the subjects with adequate smaller group tutoring sessions - a fulfilling moment.

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The best class I ever taught was Programming in C++ because I managed to instill the correct understanding evident by the students' ability to come up with good IT projects during final assignment submission. Even the weak ones managed to pass the subjects with adequate smaller group tutoring sessions - a fulfilling moment.

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Mudah, Seronok dan Berimpak Tinggi. The best class: Masa tahun 6. Worst class: sejarah, tingkatan 4, a very long time ago.

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Mudah, Seronok dan Berimpak Tinggi. The best class: Masa tahun 6. Worst class: sejarah, tingkatan 4, a very long time ago.

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geomorphology - know the morphology of environment

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geomorphology - know the morphology of environment

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Best class - pelajar berlakon dan yang lain memberi komen berdasarkan konten yang diberikan. Pelajar diminta menggunakan metafora dalam mempengaruhi emosi kawan-kawannya dan berjaya.

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Best class - pelajar berlakon dan yang lain memberi komen berdasarkan konten yang diberikan. Pelajar diminta menggunakan metafora dalam mempengaruhi emosi kawan-kawannya dan berjaya.

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Kelas yang terbaik yang pernah saya jalani adalah ketika guru menggunakan pelbagai kaedah pengajaran terutama ada unsur permainan. Kaedah ini menjadikan saya seronok dan dapat memahami kandungan yang diajar. kelas yang tak best ialah kelas yang hanya dengar dan salin apa yang diajar. 

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Kelas yang terbaik yang pernah saya jalani adalah ketika guru menggunakan pelbagai kaedah pengajaran terutama ada unsur permainan. Kaedah ini menjadikan saya seronok dan dapat memahami kandungan yang diajar. kelas yang tak best ialah kelas yang hanya dengar dan salin apa yang diajar. 

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 A great learning experience is one that is purposeful, engaging, and responsive where learners understand the relevance of what they are learning. Plus, learners can participate actively through inquiry and collaboration, and receive timely, specific feedback that helps them grow and improve.

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 A great learning experience is one that is purposeful, engaging, and responsive where learners understand the relevance of what they are learning. Plus, learners can participate actively through inquiry and collaboration, and receive timely, specific feedback that helps them grow and improve.

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Worst class - bila pensyarah beri arahan tidak jelas.

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Worst class - bila pensyarah beri arahan tidak jelas.

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Great Motivation, Great Experience! The teacher-student dynamics is pivotal to ensure a sustainable teaching and learning session. When things goes well, teachers and students will support each other and will create a positive environment where students and lecturers will look forward for future sessions until the end of the semester. 

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Great Motivation, Great Experience! The teacher-student dynamics is pivotal to ensure a sustainable teaching and learning session. When things goes well, teachers and students will support each other and will create a positive environment where students and lecturers will look forward for future sessions until the end of the semester. 

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Kelas yang best adalah apabila di dalam kelas, pelajar berinteraksi secara aktif dalam kelas, memberi respon, menjawab soalan dengan baik apabila ditanya dan menimbulkan rasa seronok.  Kelas yang tidak best adalah bila pensyarah sahaja yang bercakap tetapi pelajar hanya mendengar secara kosong dan pasif. 

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Kelas yang best adalah apabila di dalam kelas, pelajar berinteraksi secara aktif dalam kelas, memberi respon, menjawab soalan dengan baik apabila ditanya dan menimbulkan rasa seronok.  Kelas yang tidak best adalah bila pensyarah sahaja yang bercakap tetapi pelajar hanya mendengar secara kosong dan pasif. 

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Penglibatan aktif pelajar, ada interaksi dan perkongsian refleksi di akhir sesi pdp.

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Penglibatan aktif pelajar, ada interaksi dan perkongsian refleksi di akhir sesi pdp.

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mengajar geografi menengah rendah - libatkan kajian lapangan dan aktiviti permainan

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mengajar geografi menengah rendah - libatkan kajian lapangan dan aktiviti permainan

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Mudah difahami dan seronok. Kelas paling seronok : Tingkatan 6. Kelas paling kurang menyeronokkan: Tingkatan 3

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Mudah difahami dan seronok. Kelas paling seronok : Tingkatan 6. Kelas paling kurang menyeronokkan: Tingkatan 3

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menyeronokkan. faham apa yang diajar,  tahu kenapa belajar perkara tersebut, boleh apply knowledge & skills yang diperoleh ke dalam konteks baru.

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menyeronokkan. faham apa yang diajar,  tahu kenapa belajar perkara tersebut, boleh apply knowledge & skills yang diperoleh ke dalam konteks baru.

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Best class is when there is active participation from students and engagements. A variety of teaching aids and learning styles are involved - visual , audio, and kinestatic. Involves multiple form of activities such as role play, quizzes,  and discussion, as well as collaborative learning. Not too formal and students feel comfortable on the class. 

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Best class is when there is active participation from students and engagements. A variety of teaching aids and learning styles are involved - visual , audio, and kinestatic. Involves multiple form of activities such as role play, quizzes,  and discussion, as well as collaborative learning. Not too formal and students feel comfortable on the class. 

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The worst class is when there's no active paticipation. Students are passive, demotivated, and the facilities are not conducive, such as no wifi and traditional classroom. One way communication. Class size is too big. 

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The worst class is when there's no active paticipation. Students are passive, demotivated, and the facilities are not conducive, such as no wifi and traditional classroom. One way communication. Class size is too big. 

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A great learning experience typically involves engaging content, interactive activities, a supportive environment, and a knowledgeable instructor. The best class might be one where you felt motivated and understood the material well, perhaps due to hands-on activities or a passionate teacher. The worst class might be one that was disorganized, unengaging, or lacked clear explanations.

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A great learning experience typically involves engaging content, interactive activities, a supportive environment, and a knowledgeable instructor. The best class might be one where you felt motivated and understood the material well, perhaps due to hands-on activities or a passionate teacher. The worst class might be one that was disorganized, unengaging, or lacked clear explanations.

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Best Class - Pelajar berjaya buat dengan baiknya berdasarkan arahan kita.  Bad class - waktu online class, rasa seperti SS (syok sendiri) walaupun buat breakout room activity pun still worse. (Haz)

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Best Class - Pelajar berjaya buat dengan baiknya berdasarkan arahan kita.  Bad class - waktu online class, rasa seperti SS (syok sendiri) walaupun buat breakout room activity pun still worse. (Haz)

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Best Class: Amali pengajaran memberi peluang kepada pelajar untuk mengajar dalam situasi sebenar di sekolah, bukan sekadar teori dalam kuliah.  Worst Class: Kandungan dalam kelas berkaitan kelas selalunya bersifat teoretikal, abstrak dan kurang elemen praktikal. 

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Best Class: Amali pengajaran memberi peluang kepada pelajar untuk mengajar dalam situasi sebenar di sekolah, bukan sekadar teori dalam kuliah.  Worst Class: Kandungan dalam kelas berkaitan kelas selalunya bersifat teoretikal, abstrak dan kurang elemen praktikal. 

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The best class I ever had was last semester's A241 - KPP3014. I managed to conduct various activities with students, and that provokes students to continuously be involved in the lecture. TL;DR - Introvert students managed to involve actively than usual.  Meanwhile, the worst class I ever had was KPP3023. The content is not well structured and no prior knowledge of that particular course or field. TL;DR - Student enjoyed although lecturer stuck! 

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The best class I ever had was last semester's A241 - KPP3014. I managed to conduct various activities with students, and that provokes students to continuously be involved in the lecture. TL;DR - Introvert students managed to involve actively than usual.  Meanwhile, the worst class I ever had was KPP3023. The content is not well structured and no prior knowledge of that particular course or field. TL;DR - Student enjoyed although lecturer stuck! 

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CLO vs Bloom Tax - Menghubung kait isu-isu berkaitan sumber alam dengan alam sekitar (C4,PLO1)

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CLO vs Bloom Tax - Menghubung kait isu-isu berkaitan sumber alam dengan alam sekitar (C4,PLO1)

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Sejarah perkembangan puisi Melayu - CLO1 (Mengenal pasti sejarah Puisi Melayu mengikut tahap perkembangan merentas zaman) [C2, PLO1]

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Sejarah perkembangan puisi Melayu - CLO1 (Mengenal pasti sejarah Puisi Melayu mengikut tahap perkembangan merentas zaman) [C2, PLO1]

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The students will describe the 6 domains of personality after 6 lectures and presentation with 80% accuracy. 

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The students will describe the 6 domains of personality after 6 lectures and presentation with 80% accuracy. 

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CLO: Menilai aplikasi teori organisasi klasikal dalam amalan pengurusan pendidikan menggunakan kajian kes sebenar.

Bloom's verb: Menilai (Evaluate) - Tahap 5

Fokus: Kemahiran berfikir aras tinggi (KBAT)

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CLO:Pelajar dalam kursus ini dapat menganalisis sifat-sifat fizikal dan mekanikal bahan berdasarkan data ujian yang diberikan, dengan ketepatan sekurang-kurangnya 80% untuk menentukan kesesuaian bahan dalam reka bentuk produk kejuruteraan

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CLO:Pelajar dalam kursus ini dapat menganalisis sifat-sifat fizikal dan mekanikal bahan berdasarkan data ujian yang diberikan, dengan ketepatan sekurang-kurangnya 80% untuk menentukan kesesuaian bahan dalam reka bentuk produk kejuruteraan

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Sintaksis dataset Bahasa Semai   CLO1- Mengenalpasti konsep, binaan dan fungsi ayat dalam sintaksis Bahasa Semai. (C4, PLO1) 

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Sintaksis dataset Bahasa Semai   CLO1- Mengenalpasti konsep, binaan dan fungsi ayat dalam sintaksis Bahasa Semai. (C4, PLO1) 

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Neural Cognitive Learning. CLO 1: Investigates how cognitive functions like perception, attention, memory, and reasoning are implemented in the brain. 

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Neural Cognitive Learning. CLO 1: Investigates how cognitive functions like perception, attention, memory, and reasoning are implemented in the brain. 

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Tajuk: Pengajaran Mikro - Pelajar dapat menyediakan RPH lengkap  bagi pengajaran Geografi yang berkesan (CLO 1;PL02)

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Tajuk: Pengajaran Mikro - Pelajar dapat menyediakan RPH lengkap  bagi pengajaran Geografi yang berkesan (CLO 1;PL02)

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CLO4-SFG3023 [Thermodynamics] The student will apply numerical skills in solving problems related to heat, thermal properties, and thermodynamics. (C3, PLO7)

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CLO4-SFG3023 [Thermodynamics] The student will apply numerical skills in solving problems related to heat, thermal properties, and thermodynamics. (C3, PLO7)

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Roles and responsibilities of corporate communications : Produce corporate communication materials in accordance with organizational standards (A5, PLO8) 

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Roles and responsibilities of corporate communications : Produce corporate communication materials in accordance with organizational standards (A5, PLO8) 

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Chosen topic: “Digital Learning Environments – Types, Features, and Tools” (Week 3). CLO 1: Apply knowledge and skills necessary for digital integration (C3). 

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Chosen topic: “Digital Learning Environments – Types, Features, and Tools” (Week 3). CLO 1: Apply knowledge and skills necessary for digital integration (C3). 

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Ekonomi Pembangunan: Mengaplikasi teori dan dasar ekonomi terhadap masalah yang berlaku di negara-negara sedang membangun (CLO1,PLO1)

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Ekonomi Pembangunan: Mengaplikasi teori dan dasar ekonomi terhadap masalah yang berlaku di negara-negara sedang membangun (CLO1,PLO1)

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To apply theoretical and economic basis to the prevailing problems in developing countries

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CLO1	Menjelaskan konsep asas nilai karakter seperti ihsan, amanah dan tanggungjawab dalam konteks pendidikan (C1–C2)	CLO2	Merancang pelan pengajaran amali yang mengintegrasikan nilai karakter (C5-C6).	

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CLO1	Menjelaskan konsep asas nilai karakter seperti ihsan, amanah dan tanggungjawab dalam konteks pendidikan (C1–C2)	CLO2	Merancang pelan pengajaran amali yang mengintegrasikan nilai karakter (C5-C6).	

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CLO2 Menganalisis komponen utama dalam merancang pengajaran nilai berdasarkan pendekatan pedagogi efektif Aplikasi & Analisis (C3–C4) Menganalisis, mengenal pasti, menghubung kait Pelajar menganalisis bagaimana nilai boleh disampaikan secara tersusun

CLO3 Merancang satu pelan pengajaran amali yang mengintegrasikan nilai karakter dalam pengajaran dan pembelajaran Sintesis / Ciptaan (C5–C6) Merancang, membina, menghasilkan Pelajar membina rancangan mengajar atau aktiviti amali

CLO4 Melaksanakan dan menilai sesi pengajaran amali yang menekankan penerapan nilai karakter Aplikasi & Penilaian (C3 & C5) Melaksanakan, menilai, memberi refleksi Pelajar kendali pengajaran sebenar dan refleksi keberkesanan nilai diterap

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Fundamentals of Programming in C++ - Construct a programming solution for a given problem (C6 )

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Fundamentals of Programming in C++ - Construct a programming solution for a given problem (C6 )

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Topic: Persembahan data. CLO: Pelajar dapat menganalisis masalah statistik menggunakan kaedah statistik inferensi (ANOVA, T-test, Regression, Colleration) yang bersesuaian(C4, CLO2) 

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Topic: Persembahan data. CLO: Pelajar dapat menganalisis masalah statistik menggunakan kaedah statistik inferensi (ANOVA, T-test, Regression, Colleration) yang bersesuaian(C4, CLO2) 

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Analyze the elements of dance forms using appropriate theoretical framework (C4, PLO4)

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Analyze the elements of dance forms using appropriate theoretical framework (C4, PLO4)