Title: Overview of learning design and instructional design models
Course: Learning Design > Section: Learning design models

Independent exploration of learning design models and instructional design

In this material, we continue exploring three contemporary learning design models (ABC, OULDI, BDP) and two classic instructional design models (ADDIE, Gagné), drawing on recommended implementation guides, scientific references, associated tools for model implementation, and suggested criteria for comparison.

The aim of this material is to provide an overview of the key characteristics of these models, their differences, and their potential as a foundation for further independent exploration. Particular emphasis is placed on learning design models and tools, as these will be used throughout the remainder of the course.

ABC Learning Design

The ABC Learning Design model was developed at University College London (UCL) as a rapid and visual method for designing courses in higher education. It is based on the six types of learning defined by Diana Laurillard:

1. acquisition
2. inquiry
3. practice
4. production
5. discussion
6. collaboration

Main characteristics of this model include:

- 90-minute workshops
- team-based course design
- use of visual cards
- a strong focus on the student, who is placed at the centre of the teaching and learning process

Tools supporting this model: digital versions in Miro and PowerPoint formats.

For further exploration, the following is recommended:

The introduced ABC method for rapid blended course design, developed at UCL:

Young, C., & Perović, N. (2016). Rapid and creative course design: As easy as ABC? Procedia - Social and Behavioral Sciences, 228, 227–232.

Practical guide for conducting ABC workshops in institutions:

Young, C., & Perović, N. (2018). Introduction to the ABC LD Workshop

Adaptability of the ABC model for various inclusive education contexts:

Gormley, C., & Lowney, R. (2022). Adaptable ABC: Learning design for all

OULDI – Open University Learning Design Initiative

OULDI is a model developed within The Open University in London (UK). Its goal is to structure learning design through different representations (textual, visual, network-based). It uses the CompendiumLD tool, which enables graphical mapping of teaching activities.

Key features:

- reflective design
- visualisation
- multi-layered approach

Tools that support this model: OULDI blog , CompendiumLD

For further exploration, the following literature is recommended, providing a detailed description of the OULDI approach, along with case studies:

Conole, G. (2012). Designing for Learning in an Open World. Springer

The Larnaca Declaration highlights OULDI as good practice for learning design:

Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E., Cameron, L., Badilescu-Buga, E. and Bower, M. (2016) ‘ The Larnaca Declaration on Learning Design ’, Journal of Interactive Media in Education, 2016(1), p. 7.

Comparison of different learning designs and corresponding learning analytics:

Rienties, B., Balaban, I., Divjak, B., Grabar, D., Svetec, B., Vondra, P. (2023). Applying and Translating Learning Design and Analytics Approaches Across Borders . In: Viberg, O., Grönlund, Å. (eds) Practicable Learning Analytics. Advances in Analytics for Learning and Teaching. Springer, Cham.

Balanced learning Design Planning (BDP)

BDP is a model developed under the coordination of the Learning Analytics Laboratory at the Faculty of Organization and Informatics, University of Zagreb. It focuses on aligning learning outcomes, activities, assessment, and delivery modalities, and is enriched with real-time learning design analytics.

Key features:

- visual representation
- weighting of learning outcomes
- flexibility

The tool that supports this model: BDP

Additional resources for further exploration:

The first scientific paper that systematically presents the theoretical and practical foundations of BDP, as well as its connection with existing LD models such as OULDI and ABC:

Divjak, B., Grabar, D., Svetec, B., & Vondra, P. (2022). Balanced Learning Design Planning: Concept and Tool. Journal of Information and Organizational Sciences, 46(1), 69–90.

Development of the BDP concept and tool based on user feedback:

Divjak, B., Rienties, B., Bađari, J., & Grabar, D. (2023). Enhancing Learning Design through User Experience Research: Insights from a Survey in Four European Countries. Proceedings of the 34th International Conference CECIIS.

Analysis of design patterns in the BDP tool based on 12,749 learning and teaching activities:

Albuquerque, J., Rienties, B., & Divjak, B. (2025). Decoding Learning Design Decisions: A Cluster Analysis of 12,749 Teaching and Learning Activities. Proceedings of the 15th International Learning Analytics and Knowledge Conference (LAK'25).

Integration of the BDP tool with Moodle:

Divjak, B., Grabar, D., Svetec, B., & Vondra, P. (2024). Automating the Comparison of Learning Design and Delivery Using Course Scaffolding in Moodle. IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2024).

Use of the AI assistant in the BDP tool:

Divjak, B., Svetec, B., Vondra, P., Bađari, J., Grabar, D. (2025). Learning Design with an AI Assistant. In: Cristea, A.I., Walker, E., Lu, Y., Santos, O.C., Isotani, S. (eds) Artificial Intelligence in Education. AIED 2025. Lecture Notes in Computer Science, vol. 15877. Springer, Cham.

ADDIE model

ADDIE is one of the best-known instructional design models. The acronym stands for Analysis, Design, Development, Implementation, and Evaluation.

Key features:

- sequential model
- development of educational materials
- evaluation
- suitable for e-learning and curricula

Tools that support this model: Instructional Design Central

Additional resources for independent exploration:

A comprehensive overview of the ADDIE approach including examples and a guide through all phases of the model:

Branch, R. M. (2009). Instructional Design: The ADDIE Approach

A critical review of the history and application of the ADDIE model:

Molenda, M. (2003). In Search of the Elusive ADDIE Model . Performance Improvement, 42(5), 34–36.

Gagné's model

Robert Gagné developed a model of nine steps that follow the cognitive phases of learning:

1. Gain attention.
2. Inform learners of the objectives.
3. Stimulate recall of prior knowledge.
4. Present the content.
5. Provide learning guidance.
6. Enable practice.
7. Provide feedback.
8. Assess performance.
9. Enhance transfer of learning.

Application:

- structured instruction
- e-learning
- technical courses

Overview of Gagné’s Theory

Additional resources for independent study:

The foundational book that systematizes Gagné’s model and its nine steps:

Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2004). Principles of Instructional Design (5th ed.) Belmont, CA: Wadsworth/Thomson Learning.

Although primarily focused on Bloom, Forehand places the chapter within cognitive instructional models:

Forehand, M. (2010). Bloom’s Taxonomy: Original and Revised. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Available under CC license.

Comparisons of models and tools for implementing learning design

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Comparison of ABC and BDP Learning Design Models and Tools

An individual research task: compare the OULDI and ABC models and learning design according to the criteria in Table 2.

Table 4. Comparison of ABC and BDP models according to the criteria

Element | ABC Learning Design | BDP Model and Tool
Theoretical foundation | Theoretical foundation in scientific articles. | Theoretical foundation in scientific articles.
Online tool | No online tool supports the complete model. | Fully functional online tool available.
Collaboration | Through Miro, Google Slides, etc. | Built into the tool (learning-design.eu).
Activity visualization | Cards (offline or digital). | Interactive network and graphs in the online tool.
Alignment with learning outcomes | Implicit. | Clearly aligns learning outcomes, activities, and assessment.
Weights of learning outcomes | Not included. | A system of weights (%) is available.
Collection of examples | An extensive collection of design examples exists. | A smaller number of examples is available in the tool.
Report generation | No systematic report generation. | Automatic PDF/Excel reports and Moodle export.
Tradition | Long-standing tradition. | The model is relatively new, but widely adopted.

Questions and suggestions for reflection

Self-assessment Questions

1. What is the primary purpose of each model (ABC, OULDI, BDP, ADDIE, Gagné), and what type of teaching-design problem does it solve?
2. What does ABC excel at when used for rapid team-based design, and where do you see its limitations?
3. Where is ADDIE too linear, and where does it still bring structure and discipline that other models do not provide?
4. Compare ABC and BDP according to the criteria: online tool, collaboration, visualization, alignment with LOs, LO weighting, reporting/tradition. Which model performs better in each context, and why?
5. Compare OULDI and ABC: how would you combine OULDI’s representational approach and ABC’s rapid design method into a unified process?

Reflection Prompts

1. How do the six learning types (acquisition, inquiry, practice, production, discussion, collaboration) translate into concrete activities in your course?
2. Which visualizations and analytics in the BDP tool would be most useful for your decision-making and monitoring of course delivery?
3. Which reports/exports (PDF/Excel/Moodle) available in the BDP tool would be most useful to your team, and why?
4. Which analytics do you plan to monitor during course delivery (e.g., engagement, LO achievement, fairness of workload), and how will these insights influence the design of learning and teaching activities?
5. In which parts of the selected model will you allow or restrict the use of AI tools, and how will you document this transparently (e.g., a prompt log)?

General Questions for Each Selected Paper

1. What is the main research problem or question addressed in the paper?
2. What is the educational context of the research (e.g., higher education, online environment, blended courses, specific subjects)?
3. Which methods and data were used (e.g., quantitative, qualitative, learning analytics, cluster analysis)?
4. What are the key findings, and how do they contribute to understanding the relationship between learning design and student success?
5. How could the insights from the paper be applied to your own teaching practice or course design?

Literature

Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). McGraw-Hill.
Conole, G. (2013). Designing for Learning in an Open World. Springer.
Divjak, B., et al. (2022). Balanced Learning Design Planning: Concept and Tool. JIOS, 46(2), 361–375.
Gagné, R. M. (1985). The Conditions of Learning and Theory of Instruction (4th ed.).
UCL (2018). ABC Learning Design