Even though Instructional System Design (ISD) is not the only system used, it is widely used at all levels. The extent to which some or all of the procedures are followed in a given phase depends on the commitment of the institution to the ISD approach and the extent to which the institution is actually organized to support an ISD approach. It is very difficult for an individual teacher to follow the model except superficially. Open universities, large corporations, and the U.S. Department of Defense tend to employ ISD approaches more extensively and more intensively than do traditional universities or home study schools. This is partly a result of the training that is given employees of those institutions, partly the greater funding they often have, partly their orientation to producing specific, short-term results, and partly the way that such organizations are organized to support a total systems approach to education and training.

Other instructional design models are: The Author-Editor Model and The Course Team Model. Each of these models has its strengths and weaknesses. The success in distance education, it is necessary for the instructor to be a "team player". The author-editor approach can make sense in a distance education program if courses have very small enrollments or short lifetimes, while the course team approach is justified for courses with large enrollments and long-term use. To obtain the benefits of the team approach at a cost-effective level, it is necessary for administrators to organize the presentation of courses to larger populations.

Examples on other Other ISD are:

1- Gagne-Briggs model:
http://www.seas.gwu.edu/student/sbraxton/ISD/gagne.html

To design instruction using the Gagne-Briggs model of instructional design requires that you categorize learning outcomes and then organize instructional events for each kind of learning outcome. There are nine instructional events, tailored to the kind of outcome to be achieved that provide prescriptions in the form of activities and interactions. These can be applied in any order. This model has been applied to the design of computer-assisted instruction.

2-Dick and Carey ID Model
http://planetx.bloomu.edu/~wfcovert/dickc.html

This model consists of 8 phases. These phases are:

1. Instructional Goal: Analysis, Topic, Data, Recommended solution, Conditions and resources, Priority, Goal Statement, Domain of Learning

2. Instructional Analysis

3. Entry Behaviors

• Beginning Point of Instruction
• Description of Skills Specific to Instruction
• Description of General Entry Skills

4. Learner and Context Analysis

• Description of Target Population
• Description of Performance Setting
• Description of Learning Environment

5. Performance Objectives and Criterion Referenced Test Items

• Task (from the task analysis)
• Objectives (ABCD format)
• Test Items (Pre-test, Embedded, Posttest)

6. Instructional Strategy, developed using Gagne's Nine Events of Instruction

• Introduction
• Gaining attention
• Informing learner of the objective
• Recall of prerequisite learning
• Presentation of Information
• Presenting stimulus materials
• Providing learning guidance
• Eliciting performance
• Providing Feedback
• Assessment
• Assessing performance
• Enhancing retention and transfer

7. Instructional Materials

• Media Selection
• Media requirements analysis
• Recommended vs. practical media
• Support Materials
• Instructors manual
• Tests
• Prototype product

8. Formative Evaluation

• One-to-one Evaluation Documentation
• One-to-one Evaluation Summary (original evaluation form)
• Recommendations for Change

Using the general design principles, I visited the site:
http://seamonkey.ed.asu.edu/~mcisaac/emc503/

This class is called "Current Issues and Problems in Educational Media and Computers". The class is a combination of face-to-face instruction and online interaction. I've looked at the general design principles, and I found the following:

• Good structure: The course is well-structure and clear.
• Clear Objectives: Objectives are clearly stated.
• The technology selection was good.
• Small units: class units are small and complete units. The material for each unit is clear and organized as shown in the schedule.
• Planned participation: students participate in discussions is provided through First Class. Completeness: The material is complete, but lack variety of examples.
• Repetition: Important ideas were repeated in several places. A visit to a unit, the schedule shows the concentration on the main ideas.
• Synthesis: Using the First class system guarantees having the material together.
• Stimulation: The schedule shows that many stipulations will be provided to the students.
• Variety: Different formats of media are used: print (books), the WWW, First class.
• Open-Ended: Assignments encourage students to research and adapt content.
• Feedback: I couldn't find feedback. It is probably provided in the first class system.
• Continuous evaluation: The materials and media are effective.

This class is well-organized and it represents a good planned and designed online class. In conclusion, Instructional Systems Design is an important process in the development of distance education programs. There are several models and each of them has its strengths and weaknesses. Selecting the appropriate model and applying it in the right way, so it applies the twelve principles of design is very important.