Instructional Development

Instructional Design Consultation

Instructional design can be defined as the process of translating general principles of teaching and learning into the design and creation of instructional materials and development of specific teaching methodologies appropriate for each learning situation. Our instructional designers (IDs) ensure Marine Institute instructors remain current in educational practices, research and technologies. They provide professional development opportunities as well as assist and advise faculty on exceptional teaching methods and best practices.

There are three types of instructional design projects: those that involve external partners; those that are developed solely in-house to produce fully online courses; and in-class projects that entail incorporating technologies into classroom training and education. Projects are assessed in terms of a needs analysis, content applicability, learner suitability, and both physical and human resources required. Instructional designers work collaboratively with instructors to continually enhance the teaching and learning experience.

The Instructional Design Process

Our instructional designers work with the instructors, graphic designers and computer support personnel to develop the best possible product with the needs of the learners foremost in mind.

Planning and Analysis

Every project begins with planning and analysis to keep both the greater goals and project schedule in mind. This ensures that the needs of the students, instructors and other key stakeholders are considered. Instructional designers are team players who serve as project managers throughout the process. A clear plan and detailed schedule are created along with deliverables.


In the design phase instructional models and options are considered along with the possible integration of appropriate technologies. An analysis of the required competencies and learning outcomes is performed to ensure that the final product meets the initial specifications.


Our instructional designers use a combination of the ADDIE method and the Rapid Prototyping method of instructional design. The ADDIE method stands for Analyze, Design, Develop, Implement, and Evaluate. In this widely accepted model the stages are clearly defined and mostly linear. The Rapid Prototyping approach is a very similar however it is non-linear. The goal of this approach would be to quickly present a vision of the completed project so that everyone involved would have an understanding of the final product before too much development time was invested.


The delivery phase ideally involves a pilot course being offered to a small number of students. Throughout the delivery phase we welcome feedback from everyone involved. Continuous improvement is the goal. We identify what is working well, any areas of concern, what can be improved immediately and how we can improve the experience for future students.


Informal confirmative, summative and formative evaluations will be seamlessly conducted throughout the instructional design process as well as the pilot implementation phase to keep everyone on track and to ensure a successful final product. A project or course maintenance schedule will be created to enhance quality control.

Sample Course Development Schedule

Sample Project - Schedule and Tasks

Weeks Prior


13 weeks



  • Review existing curriculum [Content Expert (CE),Instructional Designer (ID)]
  • Complete Course Plan and Development Checklist (CE, ID)
  • Verify schedule and resources
  • Review schedule and tasks and expected resulting final product with group
  • Confirm training schedule and format and location for training requirements (tlo, d2l,adobe presenter, online rooms)
  •  Decide on which content matches which tools of technology (CE with ID)
  • Provide information support to set up access to D2L for external instructors (ID)
  • Secure Graphic Design (GD) assignment

12 weeks



  • Determine approximate copyright requirements
  • Submit registration information (ID, ASA)
    • Course Name and Number
    • Instructor and contact information
    • Class size (max)
  • Submit Required Textbook information to the Bookstore/CITL for ordering etc (CE, ID)
  • Discuss invigilation regulations
  • Arrange registration logistics for non-banner courses and D2L
  • Arrange for instructor training

11 weeks



  • Submit the course outline (developed and approved) (CE, others, Committees)
    • Course Description
    • Outline
    • Objectives/Goals
    • Evaluation Activities and Marking Scheme
    • Practices and Feedback
    • Discussions Activities
    • Required Text and Readings
    • (consider whether all modules require the same amount of time to complete or not and note it in course info for time management purposes)
  • Provide Training (ID) and Attend training (CE)

10 weeks


  • Submit full list of required readings - for copyright clearance, course pack development, permanent link establishment (CE)
  • Submit list of images and other licensed/external materials
  • Book time with Graphic Design staff for web development (ID, CE)

9 weeks



  • Submit Course and Unit Introductions and any corresponding presentation materials and lesson notes. This will also include any relevant discussion questions or unit-specific assignments, quizzes and answer keys and their descriptions, due dates and instructions. (CE)
  • Submit a course schedule of weeks/units.

8 weeks

  • Record Course and Unit Introduction presentation narrative material to CITL for video production preparations or for Adobe Presenter(CE)
  • Request Online Room and post directions and link on course site (ID)

7 weeks


  • Submit video elements for Course and Unit Introductions to Graphic Designer for style sheet format for D2L(CE and or DELT)
  • Finalize copyright clearance clearances with librarian (ID)
  • Arrange for training in D2L, Online Teaching and Learning (OTL) and Online Rooms (ID)

6 weeks


  • Submit (CE)
    • assignment descriptions, due dates and instructions
    • instructor bio and picture
    • remaining course information and content elements
  • Integrate technology requirements to be utilized

5 weeks



  • Submit any remaining materials to the graphics designer (CE)
  • Prepare course materials for tools and features on D2L (CE, ID)
    • Course Information
    • Content
    • Discussions – titles and descriptions
    • And welcome/introductory message to the discussion (CE)
    • Grade Book
    • Dropbox
    • Course Evaluation Survey
    • Picture for homepage
    • Develop online room schedule and activities – week 1 orientation
    • Other...

4 weeks


  • Provide training (ID); Attend training in D2L, Online Teaching and Learning, Online Rooms
  • Post course materials for tools and features on D2L (CE, ID)
    • Course Information
    • Content
    • Discussions – titles and descriptions
    • And welcome/introductory message to the discussion (CE)
    • Grade Book
    • Dropbox
    • Course Evaluation Survey
    • Picture for homepage
    • Develop online room schedule and activities
  • Other…
  • Review course for edits/revisions (CE, ID, GD, others)

3 weeks

  • Complete preparation for D2L Course Site resulting from training in D2L and OTL (as above)  (ID,CE)
  • Prepare online room schedule and materials and put schedule in D2L (ID, CE)
  • Upload any remaining content to D2L (Graphic Design)

2 weeks

  • Upload remaining content to D2L (Graphic Design)
  • Review site information (CE)
  • Review remaining course content (CE)

1 week

  • Check and troubleshoot D2L and Registration logistics (ID)
  • Complete revisions (Graphic Design)
Course Elements for Online Course Sites

Whether the instructor teaches in the classroom, fully online or uses a blend of face-to-face and online delivery, the instructional designers provide a MI standards document to help guide the process. A common set of information and resources for managing content online is essential.

Online Course Element



Fully Online

Course Information




  • Intro & Welcome
  • Course Outline
  • Course Schedule (Class and online sessions)
  • Learning Objectives
  • Instructor (bio and contact information)
  • Office Hours (online or face-to-face)
  • Texts & Resources (required, recommended)
  • Evaluation (list and values)
  • Checklist of Activities & Assignments
  • System or Technical Requirements
  • Help and Technical Support (how to print, etc)
  • Link to the Library
  • Academic Integrity & Netiquette
  • University Links: APA, Good Writing, Academic Dishonesty





  • Announcements


  • Course Email


  • Discussion Forums (for each Unit, Topic or Assignments)


  • Online Rooms




Student Feedback Opportunities




  • Course Evaluation Form


  • Anonymous Discussion Forum

Not recommended





  • For each Unit, Module, Chapter




  • Content organized by Unit, Module
  • Presentation Materials
  • Instructor Notes (html, video, animations, etc)



  • Readings and Additional Resources (links)



  • Assignments

If applicable

If applicable

If applicable

  • Self-Assessments (Pre-Tests, post-Tests)




  • Assignments, Labs, Quizzes, Exams




  • Assignments (description & instructions)
  • Assignment answer keys, general feedback




  • Labs (description & instructions)
  • Lab answer keys & instructions




  • Quizzes (list, dates, study details)
  • Quizzes offered online with feedback



  • Exams (list, dates, study details)
  • Exams offered online




Teaching Award Support

As a teaching and learning institute we pride ourselves on exemplary teaching and reward those who are making a difference to their students. Our instructional designers provide support to faculty members during the teaching dossier creation process and throughout the various levels of the application process for national teaching awards. To learn more either contact an instructional designer or go to the website:

The Integration of Technology and Teaching

Our instructional designers help instructors connect and engage with students inside of D2L, our learning management system. They provide information about online and hybrid teaching and learning, as well as tips and resources for integrating technology into the face to face classroom. They provide knowledgeable opinions on educational software and help instructors integrate solutions to improve the teaching and learning process.

The Tools and Features of Desire2Learn (D2L)

Our instructional designers work with faculty to:

  • Explain the varied tools and features of D2L.

  • Demonstrate exemplary courses.

  • Explain the importance of structure, planning and organization.

  • Create and manage course content.

  • Plan and manage communication tools.

  • Explain how to facilitate and moderate discussion boards and conferences.

  • Determine the most appropriate assessment options.

  • Promote academic integrity.

  • Manage copyright permissions and issues.

  • Emphasize best practices.

To learn more or to request instructional design support, contact the for a consultation.