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Instructional Systems
Design Certificate

Enroll now

Next enrollment for starting this course
on June 20th closes in:

Instructional Systems Design Certificate

Enroll now
girls studying the ADDIE model in order to apply it in the classroom.

Next enrollment for starting this course
on June 20th closes in:

Course Learning Outcomes

By the end of this course you will:

  • Understand how adults learn.
  • Identify the stages and limitations of learning.
  • Differentiate between various learning theories.
  • Discuss today’s learning methodologies and approaches to learning design.
  • Develop an understanding of instructional design models.
  • Review the ADDIE design model.
  • Plan, conduct and evaluate the results of a training needs analysis.
  • Define learning objectives of your planned training intervention.
  • Design learning content following adult learning principles and instructional design processes.
  • Develop activities and exercises that foster learning transfer.
  • Decide on the most effective learning delivery methods.
  • Plan and execute the implementation of your new training course.
  • Develop facilitation and support documents for your trainer and learners.
  • Evaluate the success of your training materials following industry used evaluation methods.
  • Understand how adults learn.
  • Identify the stages and limitations of learning.
  • Differentiate between various learning theories.
  • Discuss today’s learning methodologies and approaches to learning design.
  • Develop an understanding of instructional design models.
  • Review the ADDIE design model.
  • Plan, conduct and evaluate the results of a training needs analysis.
  • Define learning objectives of your planned training intervention.
  • Design learning content following adult learning principles and instructional design processes.
  • Develop activities and exercises that foster learning transfer.
  • Decide on the most effective learning delivery methods.
  • Plan and execute the implementation of your new training course.
  • Develop facilitation and support documents for your trainer and learners.
  • Evaluate the success of your training materials following industry used evaluation methods.

Why do you need to apply instructional design methodologies in your curriculum design?

Develop result-oriented training materials.

Increase your ROI and achieve set business goals.

Consider adult learning principles, human memory, and learning processes for maximum training success.

Boost learning transfer and retention.

Deliver effective, memorable, and engaging learning experiences.

Determine which tools and methods deliver the best learning outcomes.

Establish a consistent approach to learning design.

Properly assess learner knowledge and skill gaps.

Who is it for?

This market leading certificate course was developed for all:

Instructional Designer icon

Instructional Design Beginners

Courses for instructional designers

Instructional Design

Content Creator Icon

Content creators

…and any other learning professional who is keen to strengthen their instructional design skills and knowledge. 

Why do you need to apply instructional design methodologies in your curriculum design?

Develop result-oriented training materials.

Increase your ROI and achieve set business goals.

Consider adult learning principles, human memory, and learning processes for maximum training success.

Boost learning transfer and retention.

Deliver effective, memorable, and engaging learning experiences.

Determine which tools and methods deliver the best learning outcomes.

Establish a consistent approach to learning design.

Properly assess learner knowledge and skill gaps.

Who is it for?

This market leading certificate course was developed for all:

Instructional Designer icon

Instructional Design Beginners

Courses for instructional designers

Instructional Design

Content Creator Icon

Content creators

…and any other learning professional who is keen to strengthen their instructional design skills and knowledge. 

How long does it take?

0
6

Weeks

Iwatch

The “Instructional System Design Certificate” course has a course duration of 6 weeks. Lessons include online learning hours, live-online webinar hours, self-study, assignments and assessments.

0
6

Weeks

Iwatch

The “Instructional System Design Certificate” course has a course duration of 6 weeks. Lessons include online learning hours, live-online webinar hours, self-study, assignments and assessments.

How will we teach you?

 

Participants can access the course material from their: mobile phone, tablet and laptop.

This course is fully taught online. Over a course of 6 weeks you will receive access to 9 chapters. Every week one to three new chapters are being released, depending on the complexity and amount of study materials. During each week you can study the material at your own pace and time.

 

This course includes a live webinar in which course participants can deepen their new knowledge and skills. Throughout the course, our facilitators engage with all participants by answering questions and provide support during assignments and course discussions.

You will get access to all course materials in your learning portal once the course started.
Your progress will be saved, and you’ll be able to pick-up where you left off once you log into your course again.

How will we teach you?

This course is entirely taught online. Over 4 weeks, you will receive access to 9 chapters. Every week two to three new chapters are being released for all course participants.

 

You can study the material at your own pace and time during each week. Chapters 7 is a live webinar in which course participants experience exercises that can be used in online training with the help of our Mindsed facilitator.

 

Our facilitators will engage with all participants throughout the course by answering questions and providing support during assignments and course discussions.

Your progress will be saved, and you’ll be able to pick-up where you left off once you log into your course again.
You will get access to all course materials in your learning portal once the course started.

What is included?

This course includes:

Video icon
119
126

Videos

Exclusive videos explaining concepts, methods, practical tips and tools. 

Worksheets icon
10
23

Worksheets

Comprehensive worksheets to practice learned materials.

0
1

Assignments

Assignments guiding you through the design of your first online training.

Discussion Icon
6
13

Discussions

Discussion forums encouraging communication with the instructor and other course participants.

Knowledge check icon
3
9

Knowledge Checks

Quick quizzes which let you test your knowledge and understanding.

6
9

Recaps

Chapter summaries to review what you have learned.

What is included?

This course includes:

Video icon
57
126

Videos

Exclusive videos explaining concepts, methods, practical tips and tools. 

Worksheets icon
22
23

Worksheets

Comprehensive worksheets to practice learned materials.

1
1

Assignments

Assignments guiding you through the design of your first online training.

Discussion Icon
9
13

Discussions

Discussion forums encouraging communication with the instructor and other course participants.

Knowledge check icon
7
9

Knowledge Checks

Quick quizzes which let you test your knowledge and understanding.

1
9

Recaps

Chapter summaries to review what you have learned.

In addition, you will receive

  • Course on-boarding support
  • Weekly email reminders
  • Official completion certificate: Printable diploma sharable on your social media accounts such as LinkedIn
Learning Materias for Instructional Systems Design Certificate

Course Bonus:

  • Handbook
  • Workbook
  • 2 hour course webinar with your instructor
  • 1 year access to your course materials
  • 1 year access to all course updates
Attendance Policy

Virtual courses: In order to pass this online-course it is mandatory for all participants to complete each week all newly released modules and activities of this course. Active participation is required throughout the program to pass each module and receive the completion certificate. Active participation includes, but isn’t limited to, participating in discussion forums, answering all questions of each knowledge check, processing and submitting of assignments, watching of all videos and the attendance of webinars.

 

Attendance of webinars are not required however, recordings of the webinars will be made available and have to be watched within the following seven (7) days of their release.

group of students in a classroom learning about instructional system design

Ready to go?

One Time Payment

USD 1,999

Enroll now

Installments

2×999 USD

Enroll now
Learning Materias for Instructional Systems Design Certificate

Course Bonus:

  • Handbook
  • Workbook
  • 2 hour course webinar with your instructor
  • 1 year access to your course materials
  • 1 year access to all course updates
Attendance Policy

Virtual courses: In order to pass this online-course it is mandatory for all participants to complete each week all newly released modules and activities of this course. Active participation is required throughout the program to pass each module and receive the completion certificate. Active participation includes, but isn’t limited to, participating in discussion forums, answering all questions of each knowledge check, processing and submitting of assignments, watching of all videos and the attendance of webinars.

Attendance of webinars are not required however, recordings of the webinars will be made available and have to be watched within the following seven (7) days of their release.

Ready to go?

One Time Payment

USD 1,999

Enroll now

Installments

2×999 USD

Enroll now

Course Chapters

  • WELCOME CHAPTER

    • First impressions are important
    • Who is this course meant for?
    • Your materials
    • Let’s get ready!
    • What are you in for?
    • Equipment needs
    • Smooth takeoff
    • We’d like to know you better
    • Ask away
  • CHAPTER 1: The World of Learning Design

    • The world of learning
    • Reasons for learning
    • How do kids learn?
    • How do adults learn?
    • Key rules & differentiators
    • Psychological processes of learning
    • Cognitive processing
    • Working memory
    • Long-term memory
    • Cognitive load
    • A short test
    • Transfer of learning
    • Pedagogy and it’s importance
    • Pedagogy and instruction
    • Stage 1: Getting started
    • Stage 2: New knowledge and skills
    • Stage 3: Practice makes perfect
    • Stage 4: Assessing learning transfer
    • Stage 5: Practice knowledge and skill retrieval
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 2: A Look at Learning Theories

    • Learning theories in a nutshell
    • Constructivism
    • Behaviorism
    • Cognitivism
    • Mayer’s cognitive theroy
    • Malone’s theory
    • Kolb’s theory
    • Other design models
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 3: Today’s Learning Terms

    • Words you need to know
    • Asynchronous and synchronous training
    • 70:20:10
    • Anyone, anywhere, anytime learning
    • Flipped classroom concept
    • Learning in the moment of need
    • ISD vs LxD
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 4: Instructional Design

    • An overview
    • Defining instructional design
    • The need for instructional design
    • Common design models (ADDIE, SAM, ASSURE, etc.)
    • Your status quo
    • Choosing a systematic instructional system design process
    • ADDIE in detail
    • Understanding phases
    • ADDIE check-in
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 5: Analysis

    • Understanding needs and personas
    • Defining the analysis phase
    • What are training requests
    • Key drivers for training requests
    • Requests vs. reality
    • How to respond to training requests right
    • Training needs analysis
    • Importance of a TNA
    • A TNA workflow
    • Preparing a TNA
    • Drafting your TNA
    • Techniques of collecting data
    • Preparing and conducting individual and group interviews
    • Collecting data via surveys
    • Data gathering during a pandemic
    • Performing work observations
    • Selecting the best option
    • Developing purposeful questions
    • Drafting your own questions
    • Gathering cohort feedback
    • Planning for the data gathering interaction
    • Plan the action
    • Asking questions right
    • Analysing performances
    • Performance metrics & competency frameworks
    • Your environment
    • Task analysis vs. competency analysis
    • Performing a TNA
    • Practice by doing
    • Drawing conclusions
    • Report components
    • Report planning
    • Leveraging templates
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 6: Design

    • Learner-centric design done right
    • Defining the design phase
    • The Design journey
    • Learning objectives and their components
    • Setting expectations
    • Course objectives
    • Module objectives
    • Lesson objectives
    • Identifying LO elements
    • Blooms taxonomy of learning
    • Bloom’s verbs
    • Which outcome is desired
    • Stating strong learning objectives following Blooms
    • Perfomance-based objectives
    • Dos and don’t’s of defining performance-based objectives
    • Evaluating what is correct
    • Meeting Gagné’s Nine Events of Instruction
    • Learning environments
    • Learning delivery methods
    • Class sizes depended on environments and methods
    • Selecting the most suitable delivery method
    • Selecting what works for you
    • Being aware of alternatives
    • Determining required instructional media
    • Media examples and their purpose
    • Checking what is needed
    • Activities, exercises and the human brain
    • Understanding key characteristics of successful exercises
    • Creating and connecting learning to memories
    • Action mapping 101
    • Mapping own exercises and activities
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 7: Development

    • Brining it all together
    • Defining the development phase
    • What all can be developed
    • Getting started: Creating a style guide
    • Your style guide
    • Version controls
    • Material development challenges
    • Learner-centric material development
    • Developing presentation slides
    • Slide development guidelines
    • Slide development practice
    • Sharing is caring
    • Participant guide
    • Job aids
    • Essential facilitator materials you need
    • Facilitator guide
    • Session flow
    • Answer guides
    • Additional classroom materials
    • Designing a course outline
    • 3, 2, 1 … go!
    • The final package
    • Course pilots
    • Recording a previous class for training
    • Planning and running a course pilot
    • Quality review
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 8: Implementation

    • Launching day
    • Defining the implementation phase
    • Steps to follow
    • Requesting for program support
    • Training admin launch activities
    • A tick box exercise
    • Facilitator launch activities
    • Getting ready!
    • SOS guide
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 9: Evaluation

    • Evaluating learning transfer
    • Evaluation methods and their differences
    • Kirkpatrick
    • ROI/ Level 5
    • KPIs that matter
    • Defining what to measure and evaluate
    • Defining own KPIs
    • Collecting input
    • Helpful templates
    • Creating a final report
    • Next steps
    • Recap
    • Knowledge check
    • Ask away
  • WRAP UP

    • Let’s call it a wrap!
    • Are we ready yet?
    • Thank you!
    • Feedback keeps us going!
  • WELCOME CHAPTER

    • First impressions are important
    • Who is this course meant for?
    • Your materials
    • Let’s get ready!
    • What are you in for?
    • Equipment needs
    • Smooth takeoff
    • We’d like to know you better
    • Ask away
  • CHAPTER 1: The World of Learning Design

    • The world of learning
    • Reasons for learning
    • How do kids learn?
    • How do adults learn?
    • Key rules & differentiators
    • Psychological processes of learning
    • Cognitive processing
    • Working memory
    • Long-term memory
    • Cognitive load
    • A short test
    • Transfer of learning
    • Pedagogy and it’s importance
    • Pedagogy and instruction
    • Stage 1: Getting started
    • Stage 2: New knowledge and skills
    • Stage 3: Practice makes perfect
    • Stage 4: Assessing learning transfer
    • Stage 5: Practice knowledge and skill retrieval
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 2: A Look at Learning Theories

    • Learning theories in a nutshell
    • Constructivism
    • Behaviorism
    • Cognitivism
    • Mayer’s cognitive theroy
    • Malone’s theory
    • Kolb’s theory
    • Other design models
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 3: Today’s Learning Terms

    • Words you need to know
    • Asynchronous and synchronous training
    • 70:20:10
    • Anyone, anywhere, anytime learning
    • Flipped classroom concept
    • Learning in the moment of need
    • ISD vs LxD
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 4: Instructional Design

    • An overview
    • Defining instructional design
    • The need for instructional design
    • Common design models (ADDIE, SAM, ASSURE, etc.)
    • Your status quo
    • Choosing a systematic instructional system design process
    • ADDIE in detail
    • Understanding phases
    • ADDIE check-in
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 5: Analysis

    • Understanding needs and personas
    • Defining the analysis phase
    • What are training requests
    • Key drivers for training requests
    • Requests vs. reality
    • How to respond to training requests right
    • Training needs analysis
    • Importance of a TNA
    • A TNA workflow
    • Preparing a TNA
    • Drafting your TNA
    • Techniques of collecting data
    • Preparing and conducting individual and group interviews
    • Collecting data via surveys
    • Data gathering during a pandemic
    • Performing work observations
    • Selecting the best option
    • Developing purposeful questions
    • Drafting your own questions
    • Gathering cohort feedback
    • Planning for the data gathering interaction
    • Plan the action
    • Asking questions right
    • Analysing performances
    • Performance metrics & competency frameworks
    • Your environment
    • Task analysis vs. competency analysis
    • Performing a TNA
    • Practice by doing
    • Drawing conclusions
    • Report components
    • Report planning
    • Leveraging templates
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 6: Design

    • Learner-centric design done right
    • Defining the design phase
    • The Design journey
    • Learning objectives and their components
    • Setting expectations
    • Course objectives
    • Module objectives
    • Lesson objectives
    • Identifying LO elements
    • Blooms taxonomy of learning
    • Bloom’s verbs
    • Which outcome is desired
    • Stating strong learning objectives following Blooms
    • Perfomance-based objectives
    • Dos and don’t’s of defining performance-based objectives
    • Evaluating what is correct
    • Meeting Gagné’s Nine Events of Instruction
    • Learning environments
    • Learning delivery methods
    • Class sizes depended on environments and methods
    • Selecting the most suitable delivery method
    • Selecting what works for you
    • Being aware of alternatives
    • Determining required instructional media
    • Media examples and their purpose
    • Checking what is needed
    • Activities, exercises and the human brain
    • Understanding key characteristics of successful exercises
    • Creating and connecting learning to memories
    • Action mapping 101
    • Mapping own exercises and activities
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 7: Development

    • Brining it all together
    • Defining the development phase
    • What all can be developed
    • Getting started: Creating a style guide
    • Your style guide
    • Version controls
    • Material development challenges
    • Learner-centric material development
    • Developing presentation slides
    • Slide development guidelines
    • Slide development practice
    • Sharing is caring
    • Participant guide
    • Job aids
    • Essential facilitator materials you need
    • Facilitator guide
    • Session flow
    • Answer guides
    • Additional classroom materials
    • Designing a course outline
    • 3, 2, 1 … go!
    • The final package
    • Course pilots
    • Recording a previous class for training
    • Planning and running a course pilot
    • Quality review
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 8: Implementation

    • Launching day
    • Defining the implementation phase
    • Steps to follow
    • Requesting for program support
    • Training admin launch activities
    • A tick box exercise
    • Facilitator launch activities
    • Getting ready!
    • SOS guide
    • Recap
    • Knowledge check
    • Ask away
  • CHAPTER 9: Evaluation

    • Evaluating learning transfer
    • Evaluation methods and their differences
    • Kirkpatrick
    • ROI/ Level 5
    • KPIs that matter
    • Defining what to measure and evaluate
    • Defining own KPIs
    • Collecting input
    • Helpful templates
    • Creating a final report
    • Next steps
    • Recap
    • Knowledge check
    • Ask away
  • WRAP UP

    • Let’s call it a wrap!
    • Are we ready yet?
    • Thank you!
    • Feedback keeps us going!

* Note: Course outline might change depending on course updates.

Level

Beginner – Intermediate

Language

English

Video Subtitles

English, German, Spanish

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Instructors

Tanja Schmidt

The Online Training Expert

Throughout this course, Tanja will support her participants in understanding and applying the world of instructional design while answering any questions her course participants might have. Tanja’s experience developing simple to complex course materials for the last 10 years makes her an ideal facilitator for this course. Throughout her career, she supported hundreds of instructional designers in developing and enhancing their instructional design skills and knowledge.

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