Instructional Design Models Overview

Principles

Definition

Instructional design models is a category of theoretical frameworks and procedural structures that guide the systematic process of analyzing, designing, developing, implementing, and evaluating learning experiences. These models provide distinct phases or steps, serving as foundational methodologies within educational technology and learning sciences to ensure instruction is effective, efficient, and engaging.

Ontological type

Representative Models

Core Phases

Historical Development

Key developments

Key Figures

Authentic Constructivist Design era

John Sweller[1] was associated with UNSW Sydney[3] and the University of Wollongong[4] during the Authentic Constructivist Design era. Sweller[1] highlighted cognitive load theory in his 1994 paper Cognitive load theory, learning difficulty, and instructional design[7], providing a framework that aligns instructional design with learners' cognitive limits and helps make ill-structured tasks more tractable in learner-centered settings of this era. David H. Jonassen[2] was affiliated with Nanyang Technological University[5] and the University of Colorado Denver[6] during the Authentic Constructivist Design era. Jonassen[2] and his 1995 work Constructivism and computer-mediated communication in distance education[8] advanced constructivist, learner-centered approaches and helped shape distance-delivery and authentic tasks in this era.

Design-Based Research era

Paul A. Kirschner [1] is a prominent figure in the Design-Based Research era (2002–2015) with affiliations including Icahn School of Medicine at Mount Sinai [3] and University of Wisconsin–Madison [4]. Kirschner [1] argued through Taking the Load Off a Learner's Mind [8] and Why Minimal Guidance During Instruction Does Not Work [7] that cognitive-load informed guidance is essential for effective complex learning and principled scaffolding. John Sweller [2] is a foundational figure in this era, with affiliations including UNSW Sydney [5] and Western Sydney University [6]. Sweller [2] advanced cognitive-load theory through Why Minimal Guidance During Instruction Does Not Work [7] and Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture [9], illustrating how empirical findings translate into design principles that reduce extraneous load and align instruction with human cognition.

Technology-Integrated Design era

Richard E. Mayer [1] is a leading figure in the Technology-Integrated Design era, with affiliations at University of California, Santa Barbara [3] and the University of California System [4]. Drawing on the 2017 paper Using multimedia for e-learning [7], Mayer's work highlights how multimedia elements can support diverse learners and guide design decisions in tech-enabled, data-rich environments, thereby advancing scalable adaptive learning and instructional automation in this era. Ching Sing Chai [2] is a prominent figure in this era, with affiliations at Nanyang Technological University [5] and the Chinese University of Hong Kong [6]. His contributions, encapsulated in the 2016 Teacher Professional Development for TPACK-21CL [8] and the 2017 Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM) [9], advance TPACK-based professional development and scaffolded design beliefs, shaping how teachers engage with Technology-Integrated Instruction.