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8.3 Instructional Systems Design 145
The first component in ISD-4 is the situational evaluation. The purpose of this
evaluation is twofold: Assess the learning problem/need (an interface between the
ID author and the problem/need) and construct ID solution plan (a plan that pro-
poses an instructional development process with an appropriate set of ISD
activities).
It emphasizes the notions of a situational evaluation and the fact that instruc-
tional designers do not always start with analysis; the specific situation and cir-
cumstances determine to a large extent what designers actually do (Spector, 2016).

8.3.2.3 Emerging Models
Social networking and collaborative learning bring new aspects to the traditional
instructional design models presented above. While the models elaborated above
are well-established and can be modified to accommodate new communication
technologies, it is worth noting that among the new models that are appearing in
computer-supported collaborative learning, problem-based learning approaches,
MOOCs, and other recent developments, one still finds the need to understand the
nature of what is to be learned, who the learners are, and how progress will be
determined. One exception is perhaps in the case of informal learning in which
there may not be a well-defined learning goal.

Key Points in This Chapter

(1) A learning activity is an interaction between a learner and an environment
(optionally involving other learners, practitioners, resources, tools, and ser-
vices) to achieve a planned learning outcome
(2) Bloom’s taxonomy that attempts to cover the learning objectives in cognitive,
affective, and psychomotor domains. Cognitive domain represents the intel-
lectual skills and knowledge processing, which is the primary focus of most
traditional education and is frequently used to structure curriculum learning
objectives, assessments, and activities. Affective domain represents objectives
that are concerned with attitudes and feelings. Psychomotor domain concerns
what students might do physically.
(3) The ADDIE model is a framework that displays generic processes that
instructional designers and training developers do, which describes a process
applied to instructional design to generate episodes of intentional learning.

Learning Resources

• Gagné, R. M., & Driscoll, M. P. (1988). Essentials of learning for instruction
(2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
• Gagné, R. M., & Glaser, R. (1987). Foundations in learning research. In R.
M. Gagné (Ed.), Instructional technology foundations (pp. 49–83). Hillsdale,
NJ: Lawrence Erlbaum.