Which of the following is not typically considered a key component of instructional design?

Which of the following is not typically considered a key component of instructional design?

• A. Developing objectives.
• B. Curricula.
• C. Administrative policy compliance.
• D. Delivery formats.

Answer: (C)

Instructional design centers on what learners should know and be able to do, how the content is organized, and how it's delivered and evaluated. Developing objectives is essential because outcomes guide every design decision and assessment. Curricula establish the structure and scope of what will be taught, providing a roadmap for content and sequence. Delivery formats decide the modes and environments—online, in-person, multimedia—that best support the objectives and how learners interact with the material. Administrative policy compliance, while important for the broader organization, governs rules, standards, and resources rather than shaping the core instructional decisions themselves. It can constrain or enable work, but it isn’t a defining element of instructional design.

Instructional design centers on what learners should know and be able to do, how the content is organized, and how it's delivered and evaluated. Developing objectives is essential because outcomes guide every design decision and assessment. Curricula establish the structure and scope of what will be taught, providing a roadmap for content and sequence. Delivery formats decide the modes and environments—online, in-person, multimedia—that best support the objectives and how learners interact with the material. Administrative policy compliance, while important for the broader organization, governs rules, standards, and resources rather than shaping the core instructional decisions themselves. It can constrain or enable work, but it isn’t a defining element of instructional design.