“Instructional design” as a system-forming category: approaches and definitions

Abstract

Introduction. The article is devoted to the essence of the concept of "instructional design". In the course of the study, scientific sources, experience and speeches of educational content developers were analyzed in order to clarify the interpretation of the term “instructional design”. The authors define the content of the concept and its structure, differences in the professional characteristics of specialists implementing the foundations of instructional design, identify the stages and tools for creating distance courses using pedagogical design approaches. Materials and Methods. In the course of the study, an analysis of the scientific literature devoted to instructional design was carried out. Systematized and summarized the practical experience of applying the basics of instructional design to create educational content. Results. Approaches to the understanding of the term “instructional design”, features of the interaction of specialists involved in the development of educational content in the context of digital learning are defined. The tools for creating distance courses are described, using the basics of instructional design at each stage of development. Discussion and Conclusions. The study made it possible to identify the essential characteristics of the concept of "instructional design" and the stages of the process of constructing educational content, taking into account the basics of instructional design and different formats of interaction in the implementation of curricula.