Instructional Design
Start with the gap, not the course
Instructional design begins with a performance gap and a decision about whether training is even the right remedy. Know the classic analysis sequence: needs assessment (organizational, task, person), then learner and context analysis, then objectives, then assessment, then content and activities. Objectives should be written behaviorally-observable action, condition, and criterion-so they can be measured.
Design frameworks to recognize
Be able to distinguish ADDIE (analysis, design, development, implementation, evaluation) as an iterative process model from Dick and Carey's systems approach and from rapid prototyping. Know Merrill's First Principles (activation, demonstration, application, integration) and Gagné's nine events of instruction. Understand the difference between Bloom's cognitive levels and the psychomotor and affective domains; questions often ask which level an objective represents.
Sequencing and cognitive load
Recognize chunking, scaffolding, and the distinction between near and far transfer. Cognitive load theory separates intrinsic load (inherent difficulty) from extraneous load (poor design) and germane load (schema building). Good design reduces extraneous load so working memory can handle intrinsic load.
Traps
Common traps: confusing a goal with an objective; choosing training when the root cause is environmental or motivational; treating formative and summative assessment as interchangeable; and assuming more content equals more learning.
Worked example
A manager asks for "communication training" because staff emails are unclear. Applying analysis first: if the root cause is unclear process ownership, training will not fix it. If the gap is skill-based, write an objective like "Given a customer complaint, draft a reply that states the resolution and next step in under 150 words," then design practice with feedback and assess against that criterion.