1. Human Learning
Asma Marghalani

2. Learning Theory It is how information is processed, and retained during learning which brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views.

3. Learning Theory Categories Behaviorism Cognitivism Constructivism

4. Learning Styles
It is different students have different modes of learning, and their learning could be improved by matching one's teaching with that preferred learning mode. Because it's not an entrenched theory at all levels in the education that means learners have preferences about how to learn that are independent of both ability and content and have meaningful implications for their learning. These preferences are not “better” or “faster,” according to learning-styles proponents, but merely “styles.” In other words, just as our social selves have personalities, so do our memories. .

5. Learning Styles Learning Styles and Instructional Design
Assessing individual learning styles will help students discover how they learn best, and allows them to perform at their best and boost their confidence. Each student will benefit from a supportive learning environment, allowing them to feel special and achieve self respect while gaining a better understanding of others.

6. Motivation It is the process that initiates, guides and maintains goal-oriented behaviors.

7. Motivation
ARCS is a systematic model for designing motivating instruction. The ARCS Model identifies four essential strategy components for motivating instruction: --[A]ttention strategies for arousing and sustaining curiosity and interest; --[R]elevance strategies that link to learners' needs, interests, and motives; --[C]onfidence strategies that help students develop a positive expectation for successful achievement; and --[S]atisfaction strategies that provide extrinsic and intrinsic reinforcement for effort (Keller, 1983).

8. Bloom’s Taxonomy

9. Bloom’s Taxonomy Bloom’s Taxonomy can help instructional designers to:
Create questions to learners with the subject matter on deeper level
Provide multiple questioning strategies
Develop learning goals and objectives by selecting the suitable verb according to the table:
Verbs
Competence
Arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat
Knowledge
Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate
Comprehension
Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write
Application
Appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
Analysis
Arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose
Synthesis
Argue, assess, choose, compare, defend, estimate, judge, predict, rate, score, support, value
Evaluation

10. Conclusion
The role of learning theory, learning style, motivation and Bloom’s Taxonomy for instructional design.
Learning Theory: Brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views.
Learning Style: Describes an individual's natural or habitual pattern of acquiring and processing information in learning situations.
Motivation: Focuses on the identification of effective techniques for enhancing instructional design, improving classroom management, and meeting the needs of diverse student populations
Bloom’s Taxonomy: Categorizes ways of learning and thinking in a hierarchical structure.

11. Design
A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here.

12. Development
The actual creation (production) of the content and learning materials based on the Design phase.

13. Implementation
During implementation, the plan is put into action and a procedure for training the learner and teacher is developed. Materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.

14. Evaluation
This phase consists of (1) formative and (2) summative evaluation. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users. Revisions are made as necessary.

15. Why Use Instructional Design
Ensure quality of instruction
Speed up the process
Assist in communication
Cover all phases of good instructional design