Introduction

Now that you understand the roles of Instructional Designers and eLearning Developers, this lesson explores how these professionals plan and structure meaningful learning experiences. Instructional design models serve as roadmaps for creating organized, learner-centered, and goal-oriented instruction. They help ensure that each component, from objectives to assessments, works together to support effective learning outcomes.

In this lesson, you’ll examine foundational instructional design models, including ADDIE, SAM, Gagne’s Nine Events of Instruction, ASSURE, and Merrill’s First Principles of Instruction. You’ll also learn how to select the most appropriate framework for different eLearning contexts.

The ADDIE Model

The ADDIE model, Analysis, Design, Development, Implementation, and Evaluation, remains one of the most widely used instructional frameworks. It offers a clear, iterative process for creating effective instruction.

• Analysis: Identify learner needs, goals, and performance gaps.
• Design: Develop objectives, activities, and assessments.
• Development: Create and test instructional materials.
• Implementation: Deliver the training through an LMS or other platform.
• Evaluation: Assess the learner’s performance and course effectiveness for improvement.

ADDIE’s strength lies in its flexibility; it can be applied in both academic and workplace learning environments.

The SAM Model (Successive Approximation Model)

The SAM model, developed by Allen (2012), emphasizes rapid prototyping and continuous feedback. Unlike ADDIE’s linear structure, SAM is iterative, allowing teams to create, test, and refine content in short cycles.

Key advantages:

• Encourages stakeholder collaboration early in development.
• Reduce production time.
• Improves creativity and responsiveness to feedback.

SAM works best for fast-paced environments where innovation and agility are prioritized.

Gagné’s Nine Events of Instruction

Robert Gagné (1985) outlined Nine Events of Instruction that provide a step-by-step approach to delivering effective learning experiences. Each event corresponds to a cognitive process that supports learner engagement and knowledge retention.

1. Gain attention – Use a question, scenario, or visual to capture interest.
2. Inform learners of objectives – Clearly communicate what they will learn.
3. Stimulate recall of prior knowledge – Connect new learning to existing knowledge.
4. Present the content – Deliver well-organized, relevant material.
5. Provide learning guidance – Offer examples, cues, and supportive feedback.
6. Elicit performance (practice) – Allow learners to apply what they’ve learned.
7. Provide feedback – Offer immediate, constructive responses.
8. Assess performance – Measure mastery through quizzes or applied tasks.
9. Enhance retention and transfer – Encourage real-world application and reflection.

Gagné’s model aligns particularly well with eLearning, as each event can map directly to interactive components, such as videos, simulations, or knowledge checks.

The ASSURE Model

The ASSURE model (Heinich, Molenda, Russell, & Smaldino, 1999) provides a systematic framework for designing effective instruction, with an emphasis on purposeful integration of technology and media. It supports educators in creating learning experiences that are interactive, accessible, and aligned with measurable learning outcomes.

A – Analyze Learners

In this step, instructors identify essential learner characteristics such as:

• Age and developmental level

• Prior knowledge and skills

• Cultural background and diversity

• Motivations and learning preferences

• Learning barriers and accessibility needs

A thorough learner analysis ensures that instructional strategies and technologies are aligned with learner readiness and abilities (Smaldino, Lowther, & Russell, 2019).

S – State Objectives (Using Bloom’s Taxonomy)

Learning objectives should be specific, measurable, and aligned to cognitive processes described in Bloom’s Taxonomy (Bloom et al., 1956; Anderson & Krathwohl, 2001).

Bloom’s revised taxonomy categorizes learning outcomes from lower- to higher-order thinking:

1. Remember – recall facts and basic concepts

2. Understand – explain ideas or concepts

3. Apply – use information in new situations

4. Analyze – distinguish connections and relationships

5. Evaluate – justify a decision or stance

6. Create – produce new or original work

Example integration in ASSURE:
When stating objectives, instructors might write:
“Learners will be able to analyze case study scenarios to identify instructional design gaps and create a revised learning solution using multimedia tools.”

Using Bloom’s levels supports clarity, alignment, and assessment validity.

S – Select Media and Materials

Educators determine which instructional materials best support the stated objectives. These may include:

• Videos, simulations, infographics

• Learning management systems

• Interactive authoring tools (e.g., Rise 360, Storyline)

• Texts, case studies, and open educational resources

Selection is guided by learner characteristics, technological access, and the cognitive levels targeted in Bloom’s Taxonomy.

U – Utilize Media and Materials

This step involves planning and executing how materials will be delivered:

• Previewing and testing all materials

• Preparing learning environments and digital tools

• Providing instructions or demonstrations

• Ensuring accessibility (alt text, captions, screen reader compatibility)

Effective utilization increases engagement and reduces cognitive load (Mayer, 2009).

R – Require Learner Participation

Learners must engage actively through activities aligned with Bloom’s levels, such as:

• Lower-order: quizzes, recall tasks, matching activities

• Middle-order: case analyses, discussions, problem-solving tasks

• Higher-order: design projects, multimedia creation, peer teaching

Participation strengthens retention, promotes deeper thinking, and supports constructivist learning (Bandura, 1986).

E – Evaluate and Revise

Finally, instructors evaluate:

• Learner performance related to objectives (Bloom-aligned assessments)

• Effectiveness of media and materials

• Instructional delivery

• Learner feedback

ASSURE is practical for educators seeking to ensure accessibility and engagement in technology-enhanced learning.

Merrill’s First Principles of Instruction

David Merrill (2002) proposed First Principles of Instruction, which focus on problem-centered learning. Merrill argues that effective instruction should not just present content but guide learners through authentic tasks.

His five principles include:

1. Problem-Centered: Learning begins with a real-world problem.
2. Activation: Build upon prior knowledge.
3. Demonstration: Show examples of the skill or concept.
4. Application: Let learners practice and apply new knowledge.
5. Integration: Encourage learners to reflect and use what they learned in new contexts.

Merrill’s approach supports active learning and transfer, making it ideal for scenario-based eLearning.

Conclusion

Instructional design is both an art and a science, balancing structure with creativity. By mastering these foundational models, you establish the groundwork for all future eLearning design decisions from selecting media and crafting assessments to fostering meaningful learner interaction. In essence, understanding how to build and how people learn transforms instructional design from a process into a powerful practice of intentional learning creation.

References

Allen, M. (2012). Leaving ADDIE for SAM: An Agile Model for Developing the Best Learning Experiences. ASTD Press.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay.

ChatGPT. (2025). Addie model diagram (AI-generated image). OpenAI ChatGPT.

ChatGPT. (2025). ASSURE model diagram  (AI-generated image). OpenAI ChatGPT.

OpenAI. (2025). Comparison of instructional design models(AI-generated image). OpenAI ChatGPT.

ChatGPT. (2025). Successive Approximation Model (SAM) diagram  (AI-generated image). OpenAI ChatGPT.

Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart and Winston.

Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Harcourt Brace Jovanovich.

Figure 3. Gagné’s Nine Events of Instruction. Adapted from Nine Events of Instruction [Diagram], CourseArc, via Wikimedia Commons (CC BY 4.0).

Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2002). Instructional media and technologies for learning (7th ed.). Merrill/Prentice Hall.

Mascoll, E. (2025, October 5). Merrill’s First Principles of Instruction [Diagram]. Wikimedia Commons. (CC BY-SA 4.0)

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.

Roh, S. (2010). Bloom’s Revised Taxonomy [Image]. Wikimedia Commons.

Smaldino, S., Lowther, D., & Russell, J. (2019). Instructional technology and media for learning (12th ed.). Pearson.