I have built my own conceptual framework for the instructional design process based on the courses during this program.  I have represented the instructional designer (ID) as an archer who uses different tools to build the instruction. These tools are the learning theories, the instructional design process, the technology to deliver the instruction, and the subject matter experts who provide the content.  But these tools are useless for the archer, the instructor designer, until he knows his target:  the learner.  

In order to fulfill learner's expectations, the ID needs to know who the learner is, and his needs.  This knowledge is obtained through different analysis. The first analysis that must by conducted is the needs analysis.  It includes current audience performance, what is expected, and the gap analysis between current performance and expected performance.  It also includes an analysis to determine whether or not the target audience knows how to do what is expected.  Basically a performance analysis helps to answer the question to why is the training needed?  Next, a task analysis must be carry out.  During this analysis, the aim is to understand the different tasks a learner must do and what is needed to perform them successfully.  Different techniques exist to perform a good task analysis.  Finally, a contextual analysis provides information regarding where the instruction is going to take place.  With all this information, the goal of the ID is to develop an instruction that satisfies all the learner's needs.  In order to do so, it is the responsability of the instructor to take the best learning theories, methods and techniques that adapt the most to the learner's requirements.  Next, the ID must select the different technologies (applications, tools, software) to deliver  the instruction.  This includes whether or not the instruction will be online, face to face or hybrid.  If the ID is not a subject mattter expert, he needs to consult the right ones that will provide the best input to the instruction content. Finally, the whole design and development process must be controlled to ensure that the goals and objectives are clearly specified and that the product being developed will satisfy all the learner's needs.  Because this is a continuous process, evaluation must be carried out from the beginning to the end of the implementation.

In the framework here represented, the instruction is the arrow.  If the ID has selected the right process, delivery tools and content, is almost sure that the arrow will hit the target shooting right in the middle.  This can be evaluated through a summative and formative assessment.