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The Instructional Design Process is the systematic development of specifications using learning and instructional theory to ensure the quality of instruction. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some intervention to assist in the transition. It is the entire process of analysis of learning needs and goals and the development of a system to meet those needs. Ideally the process is informed by pedagogically tested theories of learning and may take place in student-only, teacher-led, or community-based settings. Instructional design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and he checks to see that all parts of the "science" have been taken into account.

Instructional design process has great significance, as learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure provides meaning and organization to experiences and allows the individual to go beyond the information given.

Thus,

1. Instruction must be concerned with the experiences and contexts that make the student willing and able to learn.
2. Instruction must be structured so that it can be easily grasped by the student.
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps.

Instructional design processes typically have four phases, namely, Analysis, Design, Development, Implementation, and Evaluation. The analysis process is the basis for all other phases in the instructional design process. The purpose of this phase is to identify barriers or constraints, define the problems, identify the cause of the problems and determine possible solutions. The design phase uses the output of the analysis phase to develop the course syllabus, write course objectives and develop the course outline and schedule. The outputs of the development phase include competency-based learning guides and checklists, pre- and mid-course questionnaires, trainer’s notes, presentation plans, assignment sheets, case studies, and role plays. The implementation phase of the instructional design process refers to the actual delivery of the instruction as designed. The evaluation phase is the last phase of the instructional design process. The purpose of this phase is to design the systematic collection, processing, analysis, and interpretation of data to determine whether education or training has met its objectives and to identify aspects of the process that should be strengthened.

In conclusion, instructional design is one of the most important and hottest topics in education today. With the diversity of technologies, audiences, and modes of teaching continuing to grow, it’s essential to stay up-to-date. Instructional design is a formal process that has its roots in behaviorism. Educational design is a term that is also sometimes used interchangeably and takes into account some of the diverse new theories in instructional design.

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