E-learning Instructional Design Guidelines - Human Factors ...

HFIDTC/WP2.1.5/2
Version 2/ 30 April 2006
What determines whether formally designed instruction is suitable or not, generally
depends on the importance of the learning objective, and the consequences of learning
failing to take place. Effective learning may, or may not take place “informally” and
without congruence between formally stated objectives and assessment, one has no way
of assessing if:
1. Student learning has taken place
2. The quality of the instruction given to the student is adequate
In this sense, the uncertainty of the degree of student learning and of the quality of
instruction that is inherent in informal learning, makes it unsuitable as an exclusive type
of instruction for a military context. One of the reasons the Defence Systems Approach to
Training (DSAT) was adopted, was to put in place a formal assurance framework for UK
Defence training, and ‘formalise’ instruction so that instructional process and products
have defined quality criteria.
The 2 critical features of instruction as a designed process and product are that;
1. Instruction has intended goal, audience and context
2. Instruction has intended facilitation to that goal
To ensure that instruction is effective we need to verify that the instructional goal is
satisfied by the learner, and that the instruction itself is facilitating the attainment of the
learning goal.
2.3 The 3 Principle components of instruction
There are 3 principal components of instruction, these are:
1. The learning objective
2. Instructional materials - which include the opportunity for student practice
through interaction
3. Assessment - which confirms that student learning has taken place
2.3.1 Learning Objective
In instructional terms, goals are termed learning objectives and there are 3 principle
components to a learning objective:
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