This chapter addresses the instructional designer's skills and abilities in organizing instructional programs and/or products. As Koszalka, Russ-Eft, and Reiser (2013) explain, this competency requires instructional designers to “organize instructional programs and/or products to be designed, developed, and evaluated (essential).” Instructional designers should (a) “determine the overall scope of instructional programs and/or products (advanced); (b) identify and sequence instructional goals (essential); and (c) specify and sequence the anticipated learning and performance outcomes (essential).” This chapter addresses these issues.
What should be the scope of instructional programs and/or products? Scope refers to its length and depth. How long should it be? How deeply should it address the topic and attempt to meet the objectives?
The answers to these important questions will depend on learner needs and on client preferences—and budget. Keenly felt needs will command time, attention, and management commitment. Those less keenly felt will not command time, attention, commitment—or money.
Instructional designers must explore these questions with their management clients to determine the answers to the scope questions posed above.
This is an advanced skill because mere technical ability will not provide an answer. Instructional designers who are proficient at this ...