How to Become an Instructional Designer: Best Books to Read, in Order
This curriculum takes a complete beginner from the "why" of how people learn, through the craft of designing e-learning, into the practical skills of storyboarding and visual communication, and finally into building a portfolio that can launch a career. Each stage builds directly on the last: you need learning theory before you can design well, design principles before you can storyboard effectively, and all of the above before you can present your work to employers.
How People Learn — The Theory Foundation
BeginnerUnderstand the core science of how humans learn, remember, and transfer knowledge — the 'why' that drives every instructional design decision you will ever make.
▸ Study plan for this stage
Pace: 8–10 weeks, ~25–30 pages/day (alternating between both books to reinforce concepts)
- Retrieval practice and spaced repetition are more effective for long-term retention than massed practice or re-reading
- Desirable difficulties (struggle during learning) strengthen memory encoding and transfer
- The brain's structure and neuroplasticity: how learning physically changes neural architecture through repeated activation
- Working memory limitations and cognitive load: why chunking, interleaving, and spacing are essential design strategies
- Transfer of knowledge depends on varied practice contexts and deep encoding, not surface-level familiarity
- The role of sleep, metacognition, and self-assessment in consolidating learning and detecting knowledge gaps
- How the brain's sensory cortex, hippocampus, and prefrontal cortex work together during learning and memory formation
- Why is retrieval practice more effective than re-reading for long-term retention, and what does the research in 'Make It Stick' show about spacing and interleaving?
- Explain the concept of 'desirable difficulties' — why does struggle during learning lead to better retention and transfer?
- How does neuroplasticity work, and what does 'The Art of Changing the Brain' teach about how repeated mental activity physically rewires neural pathways?
- What are the limitations of working memory, and how should this knowledge shape instructional design decisions?
- What conditions must be present for knowledge to transfer to new contexts, and why is varied practice essential?
- How do sleep, metacognition, and self-testing contribute to learning consolidation, and why should these be built into learning experiences?
- Design a simple learning intervention (e.g., a study guide or training module outline) that incorporates spaced retrieval practice instead of massed practice; explain your spacing intervals
- Map out how you would teach a skill or concept using interleaved practice (mixing problem types) rather than blocked practice; identify the 'desirable difficulties' you'd introduce
- Create a visual diagram of the brain structures Zull describes (sensory cortex, hippocampus, motor cortex, prefrontal cortex) and annotate how each is involved in a learning scenario you design
- Conduct a personal learning experiment: learn something new using retrieval practice (flashcards, self-quizzing) and track your retention over 2–3 weeks; reflect on the differences from passive review
- Analyze an existing training course, textbook chapter, or online lesson and identify where it violates the principles from both books (e.g., massed practice, no spacing, low retrieval demand); propose redesigns
- Write a one-page 'design brief' for a hypothetical instructional product that explicitly applies 3–4 core concepts from these books (e.g., spacing, interleaving, metacognitive checks, varied contexts)
Next up: This foundation in learning science equips you to evaluate and critique existing instructional approaches, setting the stage for the next level where you'll learn concrete design models and frameworks that operationalize these principles into practical instructional solutions.
An accessible, research-backed introduction to how memory and learning actually work. Read this first to build an intuitive mental model of effective learning before touching any design tool.
Bridges neuroscience and teaching practice, showing how experience physically changes the brain. Deepens your theory foundation and gives you a biological rationale for the design choices you will learn next.
Instructional Design Principles — The Core Craft
BeginnerLearn the established models, frameworks, and evidence-based principles that professional instructional designers use to plan and structure learning experiences.
▸ Study plan for this stage
Pace: 8–10 weeks, ~25–30 pages/day (approximately 4–5 hours/week of reading and note-taking)
- How people learn: cognitive load theory, working memory limitations, and the role of prior knowledge in learning design
- Chunking, spacing, and retrieval practice as evidence-based techniques to improve retention and transfer
- The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) as a systematic framework for instructional design
- Needs analysis and learning objectives: defining what learners must achieve and why
- Instructional strategies and media selection: matching teaching methods to learning goals and learner characteristics
- Formative and summative evaluation: measuring learning effectiveness and iterating on design
- Backward design: starting with desired outcomes and working backward to create aligned instruction
- Cognitive apprenticeship and scaffolding: supporting learners through guided practice and gradual independence
- What is cognitive load theory, and how should it influence your decisions about how to present information to learners?
- Explain the ADDIE model. What happens in each phase, and why is this systematic approach valuable for instructional designers?
- How do spacing and retrieval practice improve learning, and what are practical ways to incorporate them into instruction?
- What is the difference between formative and summative evaluation, and when should each be used in an instructional design project?
- Describe backward design. Why is starting with learning objectives more effective than starting with content or activities?
- How do you conduct a needs analysis, and what information should it reveal about your learners and the performance gap you're trying to close?
- Read *Design for How People Learn* (Chapters 1–4) and create a one-page visual summary of cognitive load theory, working memory, and prior knowledge. Include concrete examples of how each concept affects learning.
- Identify a real training problem in your workplace or a familiar context. Conduct a mini needs analysis: interview 2–3 people, document the performance gap, and list what learners currently know versus what they need to know.
- Design a simple learning objective for a topic you know well (e.g., 'How to use a software feature'). Write it using the SMART framework (Specific, Measurable, Achievable, Relevant, Time-bound) and explain why it matters.
- Read *The Systematic Design of Instruction* (Chapters 1–3 on ADDIE) and map a past training or course you've taken onto the ADDIE phases. Identify what was done well and what was missing.
- Create a one-page instructional strategy document for a 30-minute lesson: specify the learning objective, identify cognitive load concerns, choose 2–3 instructional methods (e.g., worked examples, practice with feedback), and justify each choice using evidence from the readings.
- Design a simple evaluation plan (formative and summative) for a training module. Specify what you'll measure, when, and how you'll use the results to improve the instruction.
Next up: This stage equips you with the foundational mental models and systematic frameworks that professional instructional designers rely on; the next stage will build on these principles by teaching you how to apply them in real-world contexts, work with subject-matter experts, and navigate the practical constraints of actual projects.
The single most recommended entry-point book for aspiring IDs — practical, visual, and grounded in cognitive science. Read it immediately after the theory stage to see how research translates into design decisions.
Introduces the classic Dick & Carey model, the backbone of formal instructional design. Provides the structured, step-by-step process vocabulary every ID job posting assumes you know.
E-Learning Design — Building Digital Courses
IntermediateApply instructional design principles specifically to the digital/e-learning context, understanding how to write, structure, and visually present online learning that actually works.
▸ Study plan for this stage
Pace: 8–10 weeks, ~25–30 pages/day (approximately 4–5 hours/week of focused reading and note-taking)
- Cognitive load theory and its application to e-learning design (working memory limitations, multimedia principles, modality effect)
- Evidence-based multimedia design principles: when and how to use text, graphics, animation, and audio to support learning
- Instructional strategies for online environments: practice, feedback, interactivity, and learner control
- The SAM (Successive Approximation Model) approach to iterative e-learning design and rapid prototyping
- Storyboarding, wireframing, and visual design for digital courses that reduce cognitive overload
- Assessment and interaction design in e-learning: designing meaningful activities that measure learning outcomes
- Managing scope, timelines, and stakeholder expectations in e-learning projects
- Accessibility, usability, and learner experience (UX) considerations specific to online learning platforms
- How does cognitive load theory inform decisions about how much content to present on a single screen or module in an e-learning course?
- When is it appropriate to use animation, video, or interactive simulations in e-learning, and when should you use static graphics or text instead?
- What is the SAM (Successive Approximation Model) and how does it differ from traditional waterfall approaches to instructional design?
- How do you design practice and feedback mechanisms in e-learning to support learning without overwhelming the learner?
- What are the key elements of an effective storyboard or wireframe for an e-learning module, and why does visual planning matter before development?
- How should you approach learner control and navigation in e-learning—what choices should learners have, and what should be structured?
- Analyze an existing e-learning course (or module) using Clark's multimedia principles: identify where cognitive load is well-managed and where it could be reduced.
- Create a storyboard for a 10–15 minute e-learning module on a topic of your choice, applying at least 4 multimedia design principles from Clark's research.
- Design a wireframe for an interactive e-learning screen that includes text, an image, and a practice question; justify each design choice based on cognitive load principles.
- Map out a simple e-learning project using Allen's SAM approach: define the goal, create a prototype, identify feedback loops, and plan iterations.
- Write a detailed interaction design specification for one learning activity (e.g., a scenario-based branching activity or a knowledge check) that includes learner feedback and remediation.
- Conduct a usability review of an e-learning course using a checklist based on accessibility, navigation clarity, and cognitive load; document findings and recommendations.
Next up: This stage equips you with the science and practical methods to design e-learning that actually works; the next stage will likely focus on advanced topics such as learning experience (LX) strategy, personalization, data analytics in learning, or managing large-scale instructional design programs—all of which build on the solid e-learning fundamentals you've now mastered.
The canonical evidence-based guide to e-learning design, grounded in Richard Mayer's multimedia learning research. Read this before any tool-specific training — it tells you what to build before you learn how to build it.
A practitioner's counterpart to Clark's research focus, covering interactivity, motivation, and real-world e-learning production. Rounds out your digital design toolkit with hands-on perspective.
Storyboarding & Visual Communication — Translating Ideas to Screens
IntermediateLearn to communicate your design intent through storyboards and visual layouts — the deliverable that bridges your design plan and the actual course build.
▸ Study plan for this stage
Pace: 4–5 weeks, ~25–30 pages/day. Start with "Leaving ADDIE for SAM" (Week 1–2, ~200 pages), then "Presentation Zen" (Week 3–5, ~250 pages). Allocate 2–3 days per book for review and integration exercises.
- Iterative design and rapid prototyping as alternatives to linear ADDIE planning—how SAM's approach enables faster feedback on visual concepts
- Storyboarding as a communication tool: translating instructional objectives into visual sequences that stakeholders can understand and critique
- Visual hierarchy, restraint, and simplicity in design—using Zen principles to eliminate noise and focus learner attention on core content
- The relationship between design intent and visual execution: how your storyboard decisions (layout, color, typography, imagery) directly impact learner experience
- Iterative feedback loops in visual design: how to prototype, test, and refine storyboards based on stakeholder and learner input
- Designing for the screen: understanding constraints and affordances of digital delivery when creating visual layouts and storyboards
- Narrative flow and pacing in visual communication: structuring storyboards to guide learners through content logically and engagingly
- How does SAM's iterative approach change the way you create and refine storyboards compared to traditional ADDIE planning?
- What are the core principles from Presentation Zen that apply to instructional storyboarding, and how do they improve learner comprehension?
- How do you use visual hierarchy and restraint to communicate your design intent in a storyboard without overwhelming the viewer?
- What should a storyboard communicate to stakeholders and developers, and what visual elements are essential to include?
- How do you structure feedback loops to test and iterate on storyboards before moving to full course development?
- What are the key differences between designing storyboards for linear content versus interactive or branching scenarios?
- Create a 5–8 frame storyboard for a simple instructional module (e.g., a software tutorial or compliance training topic) using SAM principles: sketch rough wireframes first, then refine based on feedback rather than perfecting upfront.
- Redesign an existing course storyboard or slide deck using Presentation Zen principles: remove clutter, simplify text, improve visual hierarchy, and justify every design choice.
- Conduct a 'storyboard critique' session: present your storyboard to 2–3 peers or stakeholders, gather feedback on clarity and design intent, and document what revisions you'd make.
- Build a visual style guide for a storyboard project: define typography, color palette, imagery style, and layout grid—then apply it consistently across 10+ frames to show how visual coherence communicates intent.
- Create two versions of the same storyboard scene: one cluttered (with excessive text, multiple focal points, busy visuals) and one refined (applying Zen restraint). Compare and reflect on which communicates intent more effectively.
- Map out a storyboard's narrative flow: create a beat sheet or flowchart showing how each frame builds on the previous one, where pacing accelerates or slows, and how visual design supports that progression.
Next up: This stage equips you to translate design thinking into concrete visual deliverables that guide development; the next stage will focus on the actual course build—turning storyboards into interactive, functional learning experiences using authoring tools and technical implementation.
Introduces the iterative SAM process and the role of rapid prototyping and storyboarding within a modern ID workflow. Sets the professional context for why and how storyboards are used on real projects.
Teaches visual simplicity, slide composition, and storytelling with images — skills that transfer directly to e-learning screen design and storyboard layout. Read after Allen to apply visual thinking to your prototypes.
Portfolio & Professional Launch — Getting Hired
IntermediateSynthesize everything learned into a professional portfolio strategy, understand how to position yourself in the ID job market, and build the career-entry mindset of a working instructional designer.
▸ Study plan for this stage
Pace: 4–5 weeks, ~25–30 pages/day. Start with "The Non-Designer's Design Book" (weeks 1–2, ~150 pages), then "Show Your Work!" (weeks 3–5, ~256 pages). Allocate 1–2 days per week for exercises and portfolio application.
- The four design principles (contrast, repetition, alignment, proximity) and how they elevate visual communication in instructional materials
- How to apply design thinking to your own professional brand and portfolio presentation
- The power of process documentation and showing your work as a credibility-building strategy in ID
- Building an authentic professional narrative that connects your learning journey to your instructional design philosophy
- Using constraints and constraints-based thinking to create memorable, effective learning experiences and portfolios
- The relationship between visual hierarchy, clarity, and user experience in both course design and career marketing
- Sharing work-in-progress, failures, and lessons learned as a way to build trust and demonstrate expertise
- Positioning yourself as a practitioner who understands both design craft and human-centered learning
- How do the four design principles (contrast, repetition, alignment, proximity) apply to organizing and presenting your instructional design portfolio?
- What is the difference between showing your finished work versus showing your process, and why does Austin Kleon argue the latter matters more for building an audience?
- How can you use visual design principles from Robin Williams to make your portfolio and professional materials more compelling and easier to navigate?
- What does it mean to 'show your work' in the context of instructional design, and how does this build credibility with potential employers?
- How would you articulate your instructional design philosophy in a way that reflects both the design principles you've learned and your authentic perspective on learning?
- What role does constraint play in both effective instructional design and in crafting a focused, memorable professional brand?
- Redesign your LinkedIn profile and/or personal website using the four design principles from Williams: audit your current layout for contrast, repetition, alignment, and proximity, then revise at least three elements.
- Select one past learning project or case study and document its design process (problem, research, iterations, decisions, outcomes) in a 1–2 page 'process narrative' that you could add to your portfolio.
- Create a visual portfolio piece (1–3 pages) that showcases a single instructional design project, applying Williams's design principles to make it visually clear and professional.
- Write a 300–500 word 'design philosophy' statement that explains your approach to instructional design, grounded in at least two concepts from the books (e.g., how you use constraint, how you prioritize clarity, how you show your thinking).
- Audit your existing portfolio or resume for 'process visibility': identify 2–3 places where you could add behind-the-scenes thinking, a decision rationale, or a lesson learned to make your work more human and credible.
- Create a 'work-in-progress' artifact (sketch, outline, draft, or reflection) related to a current or future ID project and write a short caption explaining what you're learning and why it matters—practice sharing unfinished work professionally.
Next up: This stage equips you with the visual communication and narrative skills to present yourself as a thoughtful, craft-conscious instructional designer; the next stage will focus on navigating the actual job search, interviewing, and negotiating your entry into the field with confidence and clarity.
Teaches the four core principles of visual design (contrast, repetition, alignment, proximity) that make portfolio pieces and e-learning screens look polished and professional. A fast, practical read that immediately elevates your work quality.
A concise, motivating guide to sharing your creative process and building a public presence — essential for an ID job-seeker who must document and present portfolio projects to potential employers.
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