May your choices reflect your hopes, not your fears. – Nelson Mandela
The key component of the selection in the instructional design process stage is to align instructional strategies, resources and assessments with course objectives. Objectives should provide a time frame during which student learning will be accomplished. Selection involves culling the most relevant, effective and efficient instructional components. Key considerations for the selection process include:
Frequency: how often students will interact with the course. How often will students:
- Communicate (with the instructor and each other)
- Interact with the course content (read, listen, view)
- Be assessed (write, respond, discuss)
Duration: how much time the students will spend on the course. How much time will the students spend:
- Communicating
- Interacting with the course content
- Being assessed
Intensity: how vivid, dramatic and authentic the learning experiences will be. To what degree will the learning experiences be:
- Simulations of real life
- Performative
- Creative
Each component of the identification phase should be subject to the selection process:
Strategies: Are the strategies conducive to the creation of intense learning experiences?
Objectives: Are the selected instructional components supportive of the objectives?
Assessments: Are the selected objectives both traditional and alternative? Are they aligned with the criteria for effective assessments?
Resources: Are the resources varied in terms of student learning preferences, delivery modes and media?
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