Course Content
Creating the structure of a learner guide
You will learn how to set out a standard learner guide; the structure, headings, and style.
Sourcing information and applying to your content
As a content writer, you'll be shown how to use existing content to enhance your learner guide and help you start the process of customising the content for your organisation and expected learners.
Developing your professional style
This topic will cover the use of 'writing voices' and imagery to enhance the look, feel and learning engagement experience of the reader.
Develop other training materials from your learning content
See how to create fantastic visual and written resources to expand the application of your course by engaging your learners with interaction, gamification and more.
Converting courseware to online environments
Learn how to copy your courseware and learning resources into your existing LMS. Deciding what eLearning tools are right for you.
TAEDES512 Design and develop print-based learning resources
About Lesson

Let’s look at three commonly used models in instructional design. This is just an overview. If you’d like a deeper understanding of any model, it’s recommended that you research university sites and existing tutorials on platforms like YouTube. There are numerous excellent resources to help you apply each model.


1. ADDIE Model


  • Analyse: Identify the learning problem, objectives, and the learners’ needs.
  • Design: Outline the learning objectives, content, assessment instruments, exercises, subject matter analysis, lesson planning, and media selection.
  • Develop: Create the actual learning materials based on the design blueprint.
  • Implement: Execute the training plan, delivering the materials to the target audience.
  • Evaluate: Assess the effectiveness of the training, including both formative evaluation (during each stage) and summative evaluation (after implementation).


Application: ADDIE is highly versatile and can be applied in various settings, from corporate training to educational courses. Its systematic approach ensures that every aspect of instructional design is thoroughly considered, making it suitable for developing a wide range of learning materials, including print-based resources.

2. Bloom’s Taxonomy


  • Categorises learning objectives into three domains: Cognitive (knowledge), Affective (attitude), and Psychomotor (skills).
  • Levels of learning: Within the cognitive domain, for example, it defines levels from basic (Remembering) to advanced (Creating), providing a hierarchy of learning objectives that can guide the development of educational content and assessments.


Application: Bloom’s Taxonomy is widely used in educational settings to structure learning objectives, assessments, and activities. It ensures that instructional materials cater to a range of cognitive levels, from basic knowledge acquisition to higher-order thinking skills. This model is particularly useful in developing curriculum content and learning outcomes that encourage critical thinking and problem-solving.

3. SAM (Successive Approximation Model)


  • Iterative Design: Unlike ADDIE’s linear approach, SAM involves repeated small steps (iterations) in the design and development phases, allowing for continuous improvement based on feedback.
  • Savvy Start: The process begins with a collaborative session that involves all stakeholders to define the project’s goals and expectations clearly.
  • Design and Prototyping: Rapid prototyping allows instructional designers to create and test versions of the training materials quickly, incorporating feedback before finalising the design.


Application: SAM is particularly effective in projects where requirements are not fully defined from the outset or are expected to change. It is well-suited for e-learning projects and other digital training programs where interactive elements and user engagement are key. The iterative nature allows for flexibility and adaptability, making it ideal for projects with tight timelines or those requiring frequent updates based on learner feedback or changing content needs.

Each of these models offers unique advantages and can be selected based on the specific requirements of the instructional design project, including the nature of the content, the preferences of the instructional designer, and the needs of the learners.