Instructional Design ：The Big Picture

Needs Assessment is part of a more global process of determining the need for instruction. Once a problem has been identified, it must be determined that the use or modification of instruction is the answer to the problem.

Leaner characteristics are those personal, social, academic, vocational, and historical characteristics of individuals that warrant consideration during the instructional design process. Important characteristics of learners also include domains such as capabilities, needs, and interests.

Context assessment refers to both the context in which the instruction will take place and the context in which the student will be asked to demonstrate the use of their recently acquire knowledge and skills.

The instructional context includes the learners themselves, the instructionalmedium (e.g., face-to-face, web-based, video conferencing), the specific instructional equipment, the instructional materials, and the physical locality of the instruction.

Content assessment or task analysis, is a process designed to delineate the specific content to be addressed in an instructional unit, the prerequisite skills necessary to be successful, and the orientation ofthe content relative to itself.

Instructional objective (i.e., performance ， objective, behavioral objective) identifies the specific learning outcomes that students must demonstrate so that the teacher may infer that they have or have not learned a particular skill or knowledge set.

Instructional Sequence is an instructor understands the nature of their content and has created specific instructional objectives, it is time to create an instructional sequence.

Instructional strategies include the events, procedures, or steps designed and later implemented during instruction whose purpose is to foster the development and completion of the specific instructional objectives.

Instructional media encompasses all the materials and physical means an instructor uses to implement instruction and facilitate students' achievement of instructional objectives.

Achievement assessment is a general term used to denote the systematic collection and interpretation of data that is to be used in the making of educational decisions, including enhancing instruction.

Instructional Assessment is assessing the viability and effectiveness of the instructional process involves both formative assessments and summative assessments.

Formative assessments are evaluations of the instructional process (i.e., task, content, and context analyses, instructional objectives,sequences, strategies, and media), during the instructional design process itself.

Summative assessments are evaluations that occur after the instruction has been created and implemented.