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Gagne's Events of Instruction form a compelling foundation for Instructional Design, however, there is the sense that the learner is somewhat passive. So I liked Smith and Ragan's expanded approach of learner-generated instructional events. And I've added my own modifications to theirs. It's all mashed together in the table below.

"Apparently, it's difficult for some people to understand that instructional designers can work with any type of content. We have ways to wrap our arms around all types of content. Here are some approaches I use."

Overview of rapid prototyping as instructional design. References the Tripp & Bichelmeyer article.

Consider writing up your design process.

Instructors who teach in online environments often devote extensive time and energy into designing a Web space that is inviting and useful to students. But frustration inevitably ensues when, despite the careful consideration given to the most logical pla

The next time you jot out a set of instructions or tasks for someone to follow, keep in mind that the choice of fonts might well determine if that job gets done in time or not.

A compendium of classroom-tested strategies and suggestions designed to improve the teaching practices of all college instructors, including beginning, mid-career, and senior faculty members. The book describes 49 teaching tools that cover both traditiona

A list of motivational techniques and instructional strategies to support learning.

But in this project, there was a striking consistency with the advice given. I've outlined below the six tips that were recommended most often. I've also noted the research that backs up a recommendation - where it exists.

Stephen Walsh explains how rapid e-learning design is different -- and better -- than traditional methods.

This paper explores how a group of undergraduate students in one of the university in South of Malaysian use their mobile phones to perform informal learning activities related to the content of their courses outside the classroom. The paper also addresses the usefulness of informal learning activities to support students' learning. The study adopts an exploratory case study design and uses two methods of data collection including questionnaires and interviews. Main findings suggest that students performed informal learning activities mostly from office, home, interacting mainly with classmates. It also shows that students were in control of their informal learning activities without tutor or SMEs' input. However, it was found that students used only a limited number of applications but these were considered useful to their learning. The paper contributes to a discussion of the implications of training and instructional support to help students to take more advantage of mobile phone applications to support informal learning. The conclusion is discussed about the further research in this domain.