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Abstract
Competency-based education emphasizes precision and rigor in instructional development. Social work educators surveyed reported differential success in implementing key instructional development elements. They reported success in specifying instructional objectives and developing related assessment procedures. They faced frequent obstacles in the systematic design of instruction; that is, in building bridges to competence for the learner. A theoretical framework is proposed to guide instructional design strategies. Three interrelated constructs are developed: learning task characteristics, learning environment characteristics, and learner characteristics. Approaches for operationalizing each construct are identified. Design strategies emerge from matching learner and learning environment characteristics to optimize performance on differentiated learning tasks.