This section of the portfolio demonstrates my abilities in the advanced design standard and performance competencies of Design. AECT states the individual should demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles, theories, and research associated with instructional systems design, message design, instructional strategies, and learner characteristics.

The section immediately below provides links to the relevant courses, professional experiences, and supporting exhibits that demonstrate this competency. Listed below these links is an enumeration of the Design standard and suggested performance indicators as recommended by AECT.

  • Relevant Courses
    Formal coursework and informal training that dmonstrate application and understanding of the Design Competency.

  • Professional Experiences
    Career experiences that demonstrate application and understanding of the Design Competency.

  • Supporting Exhibits
    Demonstrable exhibits and products that showcase applicaiton and understanding of the Design Competency.

Design Explanation:
“Design is the process of specifying conditions for learning” (Seels & Richey, 1994, p. 30). The domain of design includes four subdomains of theory and practice: Instructional Systems Design (ISD), Message Design, Instructional Strategies, and Learner Characteristics.

Instructional Systems Design (ISD)
“Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction’”(Seels & Richey, 1994, p. 31). Within the application of this definition, ‘design’ is interpreted at both a macro- and micro-level in that it describes the systems approach and is a step within the systems approach. The importance of process, as opposed to product, is emphasized in ISD.

  • Analyzing: process of defining what is to be learned and the context in which it is to be learned.
  • Designing: process of specifying how it is to be learned.
  • Developing: process of authoring and producing the instructional materials.
  • Implementing: actually using the materials and strategies in context.
  • Evaluating: process of determining the adequacy of the instruction.

Message Design
" Message design involves planning for the manipulation of the physical form of the message” (Seels & Richey, 1994, p. 31). Message design is embedded within learning theories (cognitive, psychomotor, behavioral, perceptual, affective, constructivist) in the application of known principles of attention, perception, and retention which are intended to communicate with the learner. This subdomain is specific to both the medium selected and the learning task.

Instructional Strategies
“Instructional strategies are specifications for selecting and sequencing events and activities within a lesson” (Seels & Richey, 1994, p. 31). In practice, instructional strategies interact with learning situations. The results of these interactions are often described by instructional models. The appropriate selection of instructional strategies and instructional models depends upon the learning situation (including learner characteristics), the nature of the content, and the type of learner objective.

Learner Characteristics
“Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process” (Seels & Richey, 1994, p. 32). Learner characteristics impact specific components of instruction during the selection and implementation of instructional strategies. For example, motivation research influences the selection and implementation of instructional strategies based upon identified learner characteristics. Learner characteristics interact with instructional strategies, the learning situation, and the nature of the content.

Performances Indicative of the Design Standard

The following indicators are examples of performances related to the design standard.

Instructional Systems Design

  • Apply a variety of instructional systems design models.
  • Identify theories from which a variety of ID models are derived and the consequent implications.
  • Demonstrate proficiency in the prescription, implementation, and evaluation of treatments to maximize learning/performance outcomes in a variety of contexts.


  • Utilize research methodologies appropriate to the investigation of instructional tasks and content.
  • Identify the theories and historical background of analysis as a component of instructional design and instructional systems development.


  • Demonstrate in-depth synthesis and evaluation of the theoretical constructs and research methodologies related to instructional design as applied in multiple contexts.
  • Utilize principles and procedures of instructional design in a variety of contexts and systems.
  • Recognize and articulate current trends in the development of theory and emerging practice related to instructional design.


  • Demonstrate personal skill development with two or more: computer authoring application, video tool, or electronic communication application (not telephone).
  • Utilize the research, theoretical, and practitioner foundations of the field in the development of instructional materials.
  • Utilize the research, theoretical, and practitioner foundations of the field in the selection of media for instructional settings.


  • Conduct basic and applied research related to technology integration and implementation.
  • Utilize the research, theoretical, and practitioner foundations of the field in the implementation of instructional plans.


  • Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
  • Conduct basic and applied research in the evaluation of emergent learner assessments.
  • Articulate the relationships within the discipline between theory, research, and practice as well as the inter-relationships between people, processes, and devices.

Message Design

  • Conduct basic and applied research related to message design, which includes multiple media.

Instructional Strategies

  • Identify multiple instructional strategy models and demonstrate appropriate contextualized application within practice and field experiences.
  • Demonstrate appropriate uses of multiple instructional strategies for complex, interactive environments.

Learner Characteristics

  • Analyze the effectiveness of macro- and micro-level design efforts by considering the interactions of learner characteristics, instructional strategies, nature of the content, and the learning situation.
  • Demonstrate in-depth synthesis and evaluation of the theoretical constructs and contemporary research related to the identification and importance of learner characteristics.