In these cases, instructional designers may create representations of the objects, events, or environments.

Ward and Sweller (1990) advise instructional designers to be careful when they direct a learner's attention.

The split-attention effect is an important form of extraneous cognitive load that instructional designers should avoid.

Since then, instructional designers have come up with new and innovative techniques to facilitate learning, using the most advanced technology available to them.

As instructional designers, emphasis is placed on establishing the curriculum, methods and the media through which the content will be effectively delivered.

The challenge for instructional designers is how to create learning opportunities that now may occur anywhere and anytime.

This idea encouraged instructional designers to include cognitive needs a top-down instructional approach.

The instructional designer then classifies the information to make the content more applicable and successful.

In this phase, instructional designers begin to create their project.

This stage allows the instructional designer to test all materials to identify if they are functional and appropriate for the intended audience.