Learning Design and Instructional Design: Similarities and Differences

The ABC, OULDI, and BDP models emphasize learning design with a strong focus on the student experience and learning activities. These models are grounded in constructivist and socioconstructivist pedagogy and often incorporate digital tools for planning and implementing learning design, while supporting collaborative and active learning. They place particular emphasis on the alignment of learning activities, learning outcomes, and assessment. Learning design in these models is student-centered, with the primary aim of enhancing the learning experience. As such, these learning design models are used predominantly in higher education, as well as in online and hybrid learning environments.

In contrast, the ADDIE and Gagné models originate in the tradition of instructional design and emphasize logical sequencing and control of the process, with roots in behaviourist and cognitivist learning theories. Instructional design is more oriented toward supporting teachers, focusing on planning and delivery of instruction. It emphasizes a linear and clearly structured approach and is often used in corporate training, business environments, and early forms of e-learning.

Although conceptually somewhat different, all these models hold value in different contexts. Instructional design remains relevant, especially in structured or content-intensive environments, while learning design is becoming the dominant approach in higher education and flexible learning settings. It enables greater pedagogical innovation, better integration of digital tools, and improved responsiveness to the diverse needs of students.