The empirical basis of designing instruction

This manuscript discusses results of a preliminary study regarding how experts design instruction. Alumni from a faculty of educational science and technology were asked how they would approach various design tasks. Results revealed some interesting characteristics of the design process in practice. Results are discussed in relation to the empirical status of the development of design models and to adapting current models towards a practice-oriented process of designing instruction. This orientation involves both design content, practical design experience, and design procedures.