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Instructional design is often described as an application of theory, rather than theory itself. When designing instruction we address 3 questions.

Where are we? - Instructional Objectives are defined to set the path we have to take in order to achieve our learning objectives.
Where are we going? - The instructional strategy that we are going to adopt to achieve those objectives and teach the content.
How will we know when we get there? - To test if the learner has achieved what they have set out to learn we develop assessments which are mapped to the objectives.

To help us address these three questions, at Kalzoom, we use Bloom's Taxonomy of Learning Levels to define our objectives to which we map our assessments and Gagne's - Nine Conditions of Learning for defining the goals and evaluation parameter.

Knowledge

Bloom's Taxonomy suggests that learning cannot effectively progress through lower to higher levels until the levels directly below have been covered and mastered.

Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity:
      • stimulus recognition;
      • response generation;
      • procedure following;
      • use of terminology;
      • discriminations;
      • concept formation;
      • rule application; and,
      • Problem solving.

	K- Documentation
	K- Design
	K - Atrium

6Cs Approach for Knowledge Strategy

Framework for Content Design