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Although there are many definitions of instructional design, generally speaking we can say that it includes a series of actions focused on understanding and improving the instructional process. Robert Glaser is credited with coining the term "instructional design" in 1962. Since then, different definitions have emerged, even from different approaches.
Reigeluth (1983), for example, describes instructional design from two perspectives: first, as a professional activity dedicated to defining the best method of instruction for achieving desired changes in learners' knowledge and skills, taking into account the particular characteristics of the student population in question, as well as the content sought to be learned. The final result of this activity is an instructional plan, which details all of the abovementioned areas.
On the other hand, instructional design as a discipline is related to understanding the instructional process in order to generate knowledge about how to improve it by applying optimal methods to achieve the desired aims. Berger and Kam (1996) in their compilation of definitions also refer to that, conceiving instructional design as a process (systematically developing instructional specifications to ensure the quality of instruction, based on theories of learning and instruction), as well as seeing it as science and reality.
