The Jackson Model of Instructional Design

Empowering Learners. Supporting Institutions. Transforming Outcomes.

The Jackson Model isn’t just a framework—it’s a philosophy.

It’s about designing learning environments where structure meets flexibility, where community drives curiosity, and where every learner feels seen, supported, and inspired.

Let’s build something transformative—together.

We devolop unique learning experiences for groups that include anyone from emerging inquirers to life-long learners. Our engagements are created with learner-centered approaches which attend to the diversity of the group and the intrinsic motivation of the individual.

The Jackson ID Model is a dynamic framework for designing learning experiences that balance institutional goals with learner needs. Rooted in social constructivist principles, this model fosters intrinsic motivation, deeper engagement, and meaningful learning through three interdependent pillars.

📐Structure

Clarity drives confidence.

Confidence drives success.

Course structure provides the foundation for purposeful learning. By organizing content around enduring themes, sequencing activities strategically, and offering transparent guidelines, instructors create a clear roadmap that empowers learners to navigate complex material with confidence and autonomy.

🤝Community Building

Learning thrives in connection.

The Jackson Model prioritizes the creation of inclusive, respectful learning communities. Through defined roles, shared norms, and intentional social spaces, learners develop a sense of belonging and identity. This fosters collaboration, reflection, and ownership—key ingredients for sustained engagement and academic growth.

📨 Invitation

Choice fuels motivation.

Learners are invited to engage with content in ways that reflect their interests and goals. Whether accepting pre-designed activities or proposing alternatives, students exercise agency while meeting rigorous standards. Facilitators also extend personalized invitations to re-engage learners, reinforcing their value within the community.

Why Our Instruction Works

• Aligns with institutional mandates while honoring learner individuality

• Encourages higher-order thinking and deep understanding

• Supports diverse learning styles and backgrounds

• Builds resilient, motivated learning communities

• Adaptable to classrooms, training programs, and hybrid environments

Our Method Is Ideal For

• Educational institutions seeking learner-centered innovation

• Training programs focused on collaboration and critical thinking

• Designers aiming to elevate engagement in group instruction

Image Credit: Jono Hey

Partial Bibliography For Jackson ModelBielaczyc, K., & Collins, A. (1999). Learning Communities in Classrooms: A Reconceptualization of Educational Practice. In C. M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (Vol. II, pp. 269-292). Mahway, NJ: Lawrence Erlbaum Associates, Publishers.Compora, D. P., & Koontz, F. R. (2006). Designing Effective Online Instruction: A Handbook for Web-Based Courses. Lanham, MD: Rowman & Littlefield Education.Davidson-Shivers, G. V., & Rasmussen, K. L. (2006). Web-Based Learning Design, Implementation, and Evaluation. Upper Saddle River, NJ: Pearson Education, Inc.Dempsey, J. V., & Van Eck, R. N. (2007). Distributed Learning and the Field of Instructional Design. In J. V. Dempsey & R. A. Reiser (Eds.), Trends and Issues in Instructional Design and Technology (2nd ed., pp. 288-300). Upper Saddle River, NJ: Pearson Education.Gardener, H. E. (1999). Multiple Approaches to Understanding. In C. M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (Vol. III, pp. 69-89). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.Ginsberg, M. B. (2005). Cultural Diversity, Motivation, and Differentiation. Theory Into Practice, 44(3).Gustafson, K. L., & Branch, R. M. (2002). Survey of Instructional Development Models (fourth ed.). Syracuse, New York: ERIC.Jonassen, D. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models (Vol. II, pp. 215-239). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.Magoulas, G. D., Papanikolaou, K., & Grigoriadou, M. (2003). Adaptive Web-based learning: Accomodating individual differences through system's adaptation. British Journal of Educational Technology, 34(4), 511-527.Martin, B. L., & Reigeluth, C. M. (1999). Affective education an dthe affective domain: Implications for instructional-design theories and models. In C. M. Reigeluth (Ed.), Instructional-design theories and models: a new paradigm of instructional theory (Vol. II, pp. 485-509). Mahway, NJ: Lawrence Erlbaum Associates, Publishers.Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.Mayer, R. E. (1999). Designing instruction for constructivist learning. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. III, pp. 141-159). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.Palloff, R. M., & Pratt, K. (1999). Defining and redefining community Building learning communities in cyberspace (pp. 21-32). San Francisco: Jossey-Bass.Palloff, R. M., & Pratt, K. (2001). Lessons from the Cyberspace Classroom: The Realities of Online Teaching. San Francisco: Jossey-Bass, Inc.Shapiro, N. S., & Levine, J. (1999). Types and models of learning communities Creating learning communities (pp. 16-42). San Francisco: Jossey-Bass.Taggart, J. (1996). Motivation and Leadership for Executive Members, Managers & Committee Chairs (pp. Maslow's Hierarchy of Needs): Queen's Printer for Onterio.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard Univeristy Press.Wagner, E. (1997). Interactivity: From agents to outcomes. New Directions for Teaching & Learning, 71(19).Wlodkowski, R. J. (1997). Motivation with a mission: Understanding motivation and culture in workshop design. New Directions for Adult and Continuing Education, 76, 19-31.

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