Original Source Material

Instructional designers typically employ models to guide their day$-$to$-$day work. Due to the increased practice of the systematic design of instruction in a growing number of settings, available models become more and more proliferated, focusing on particular types and contexts of learning, particular groups of learners or designers, or particular instructional units $($either whole curricula or individual modules or lessons.$)$

The main goal of any instructional design process is to construct a learning environment in order to provide learners with the conditions that support desired learning processes.

References:

Merri$$nboer$,$ J$.$ J$.$ van. $(1997).$ Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology

Student Version

The primary aim of the process of designing instruction is to create a learning environment which provides students with conditions that help them to learn. Process models proliferate because more and more designers generate models that focus on specific contexts, learners, or even units of instruction.

References:

Merri$$nboer$,$ J$.$ J$.$ van. $(1997).$ Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.