Seels & Richey (1994) define design as "the process of specifying conditions for learning" (p. 30). The AECT (2001) has identified design as one of five domains that define the knowledge base of and functions performed by instructional technologists.

The design domain includes four subdomains:

1.1 Instructional Systems Design: "[A]n organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction" (Seels & Richey, 1994, p. 31).

1.2 Message Design: "[P]lanning for the manipulation of the physical form of the message" (Seels & Richey, 1994, p. 31).

1.3 Instructional Strategies: "[S]pecifications for selecting and sequencing events and activities within a lesson" (Seels & Richey, 1994, p. 31).

1.4 Learner Characteristics: "[F]acets of the learner's experiential background that impact the effectiveness of a learning process" (Seels & Richey, 1994, p. 32).

Prior to my coursework in ITMA, my main exposure to instructional design of any sort was backward design as explained by Wiggins and McTighe (2005) in their book Understanding by Design. What I learned about design in my ITMA courses taught me that design is much more than beginning with the end in mind and planning authentic assessment, although that is part of it. What I learned about instructional design in ITMA was so valuable that I believe all educators should learn to use the instructional design process.

I chose to include artifacts for this domain that display my growth in understanding and creating instructional designs. As I look back on my work in Instructional Design compared with designs created in Multimedia Authoring and Project and Report, I can see my progress in all areas from understanding the design process to articulating objectives and defining an instructional strategy. I think the artifacts display this growth as I learned the instructional design process. My first two artifacts, created in Instructional Design, have some flaws: when I was creating my Project and Report instructional design documents, I found it impossible to use my plans from Instructional Design because I felt my understanding of the the process, particularly the creation of the design flowchart and the instructional strategy, were somewhat weak. However, I was pleased with my instructional design for Project and Report because I felt I had finally grasped how to create a design flowchart, objectives, and an instructional strategy that would help me build the learning experience I wanted my learners to have.