Bringing Instructional Design into Higher Ed Faculty Training Programs

In today’s fast-evolving educational landscape, higher education institutions face a crucial challenge: adapting to digital-first, learner-centered models while supporting faculty in delivering quality instruction. While faculty members often bring deep subject expertise, many receive limited training in instructional design—an essential component of modern teaching, particularly in online and blended environments.

This article explores why instructional design (ID) should be a foundational part of faculty development in higher education and how integrating ID principles can enhance teaching effectiveness, student engagement, and institutional outcomes.


Why Instructional Design Matters in Faculty Training

Most faculty training programs focus on technology tools—like how to upload content to an LMS or use video conferencing software—but overlook the “how” of learning design. Instructional design fills this gap by offering research-backed frameworks for structuring content, aligning learning objectives, and fostering engagement.

Common Challenges Without ID:

  • Courses become content-heavy and interaction-light.

  • Assessments don't align with learning goals.

  • Learner engagement suffers, especially online.

  • Course updates lack a structured revision plan.

Instructional design, when introduced in faculty training, empowers educators to move beyond delivering content to crafting meaningful learning experiences.

Core Instructional Design Frameworks for Faculty

Faculty don’t need to become full-time instructional designers. But introducing key frameworks can offer them powerful tools to analyze, design, and evaluate their courses effectively.

1. ADDIE Model

A widely used model in instructional design, ADDIE stands for:

  • Analysis: Who are the learners? What are the goals?

  • Design: Structuring content and assessments.

  • Development: Creating learning materials.

  • Implementation: Delivering the course.

  • Evaluation: Measuring outcomes and improving.

Faculty can use ADDIE as a step-by-step roadmap for course creation or revision.

2. Bloom’s Taxonomy

Helps instructors define and scaffold cognitive learning objectives—from remembering facts to creating original work. This model supports the creation of measurable, outcome-driven lesson plans.

3. Backward Design

Starts with the end goal: What should students be able to do? Then works backward to design content and activities that lead to that outcome.

Making Instructional Design Accessible to Faculty

For successful integration of ID into faculty development, institutions must provide structured support:

Include ID in Faculty Orientation

Introduce basic instructional design principles early—ideally during onboarding or pre-semester workshops.

Partner Faculty with Instructional Designers

Promote collaborative course development. Many universities now offer centers for teaching and learning (CTLs) that pair instructors with instructional design experts.

Offer Microlearning Modules on ID

Instead of overwhelming faculty with lengthy seminars, offer short, on-demand training modules on topics like:

  • Writing effective learning outcomes

  • Aligning assessments with objectives

  • Creating interactive learning experiences

  • Using LMS tools to support instructional goals

Leverage Learning Analytics & LRS Data

Instructional design decisions become even more powerful when guided by data insights from Learning Record Stores (LRS) and LMS analytics. Showing faculty how data reveals learning gaps or disengagement points helps them iterate and improve courses more confidently.

The Role of xAPI and LRS in Faculty Development

As higher ed embraces digital learning, experience tracking standards like xAPI provide faculty and instructional designers with rich insights into how learners interact with content—not just what they click, but what they learn.

  • Faculty can use xAPI data to evaluate which activities foster engagement or confusion.

  • LRS dashboards can help visualize learning trends across departments or cohorts.

  • Institutions can run evidence-based training programs that iterate based on faculty and learner behavior, not just end-of-semester feedback.

Final Thoughts: Designing for Impact

Bringing instructional design into faculty training programs isn’t just about course design—it’s about empowering educators to be more intentional, reflective, and effective in their teaching. In a world where online and hybrid education is the new norm, instructional design offers the scaffolding educators need to support diverse learners and measurable outcomes.

As faculty development evolves, integrating instructional design principles—and pairing them with data from LMS and LRS platforms—can be a game-changer for institutions seeking academic excellence and learner success.

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