Instructional Design Analysis
Overview
The paper focuses on the “Development of Instructional Design for the Training of Business Continuity Management System (BCMS) Auditor” and it is a continuation of assignment 1. In the previous paper, it described the detailed analysis of how the context, the learners, the learning task and the assessment can impact the instructional design of an actual BCMS auditor instructional module. The Smith and Ragan’s (2005) instructional design model are applied in this instructional module. While analysing the factors that will impact the instructional design, this paper provided the necessary justifications of the instructional strategies to be deployed for this instruction. It concluded with a description and its purpose of instructional
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Overview and Justification of Learning Resource
The learning resource as required for the Day 2 instructional module was identified in Assignment 1. These supporting resources serve as an important means for the transfer of knowledge and skill to the learner and they include:
(a) Supporting resources such as projector, classroom facility; and
(b) Instructional material such as facilitator’s guide, participant’s guide, ISO standards, audit checklist and templates and presentation slides.
The entire list of learning resources needed to support the instructional module is described in Appendix 2: Representation of Learning Resource and it includes the justification of the resources needed with reference to the Gagne’s (1985) nine events of
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The theories are based on a platform of ideas and beliefs, entailed interactions among instructional analysis, instructional strategies and evaluation. Lastly, Curriculum theories are concerned about the purposes of education. The theories generate a philosophical debate about the worthiness of different types of educational content. In the context of all the theories, both Curriculum and Instructional design theories seen to be closely related. The main difference is that Instructional design is more focused as it deals with the specifics of how to clarify and achieve particular learning goals while the other takes a macro-level
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