Name : Nabila Tisa Lathifah

Nim : 22018143
Class : K1-22
Subject : English Language Teaching Curriculum and Design
Submit here your understanding on the concept of instructional design:
as a process, a discipline, and a science for a minimum of 500 words,
supported by your references (2 articles about the concept of
instructional design: as a process, a discipline, and a science). Include
the sources when you submit the references. Your assignment should be
in 1 file (your understanding and your references).

Instructional design is a multifaceted field that blends art and science to

create effective learning experiences. At its core, instructional design is
both a process and a discipline aimed at systematically designing,
developing, and delivering instructional materials and experiences that
facilitate learning and meet specific educational objectives. Additionally,
it can be considered a science due to its reliance on research-based
principles and methodologies to inform its practices.

As a process, instructional design follows a systematic approach to

address learning needs and achieve desired outcomes. One of the most
widely used models in instructional design is the ADDIE model, which
stands for Analysis, Design, Development, Implementation, and
Evaluation. This model provides a structured framework for instructional
designers to follow throughout the entire design process.

The first phase, Analysis, involves identifying the learning goals,

assessing the needs of the learners, and analyzing the characteristics of
the learning environment. This phase sets the foundation for the
subsequent design decisions. The Design phase focuses on developing a
blueprint for the instructional materials, including defining learning
objectives, selecting appropriate instructional strategies, and designing
the overall structure and organization of the learning experience.
Development involves creating the actual instructional materials, whether
they are traditional classroom materials, online courses, or multimedia
resources. Implementation entails delivering the instruction to the
learners, while Evaluation involves assessing the effectiveness of the
instruction and making necessary revisions based on feedback.

Instructional design is also a discipline that draws from various fields

such as education, psychology, cognitive science, and communication. It
relies on theories and principles from these disciplines to inform the
design and delivery of instruction. For example, theories of learning such
as behaviorism, cognitivism, and constructivism provide insights into
how people learn and how instructional materials can be designed to
facilitate learning. Principles of cognitive psychology, such as the spacing
effect or the multimedia principle, guide instructional designers in
creating materials that optimize learning retention and comprehension.
Additionally, principles of effective communication and instructional
strategies help designers engage learners and convey information in a
clear and meaningful way.

Moreover, instructional design is considered a science because it is

grounded in research and evidence-based practices. Researchers in the
field of instructional design conduct studies to investigate the
effectiveness of different instructional methods, technologies, and
strategies. These studies contribute to the development of theories and
models that inform instructional design practices. For example, research
on multimedia learning has identified principles such as the coherence
principle and the contiguity principle, which suggest that learners learn
better when extraneous material is eliminated, and relevant material is
presented together. By applying these principles, instructional designers
can create multimedia materials that enhance learning outcomes.

In summary, instructional design encompasses both a process and a

discipline that relies on research-based principles and methodologies to
create effective learning experiences. By following a systematic design
process, drawing from various disciplines, and integrating research
findings, instructional designers can develop instruction that meets the
needs of learners and achieves educational objectives.
References:
1. Smith, P. L., & Ragan, T. J. (2005). Instructional Design (3rd ed.).
John Wiley & Sons.
2. Merrill, M. D. (2002). First principles of instruction. Educational
Technology Research and Development, 50(3), 43-59.