If you’ve been in instructional design for a while, you’ve probably worked with Robert Gagné and his 9 Events of Instruction. They’re still relevant. They still guide how we design learning.
But here’s what we are hearing more often from learning leaders. They’re having a hard time finding instructional designers who can design for classroom or virtual instructor-led training.
Not because those designers don’t understand instructional design, but because most of their experience has been in eLearning. And while the same principles apply, designing for ILT or VILT is a different skill set. It requires a different way of thinking about how learning actually happens.
The Real Difference: Who Owns the Learning Experience?
At a high level, all instructional design is grounded in the same principles. You still need to:
- Capture attention
- Introduce content
- Provide practice
- Reinforce learning
That hasn’t changed. What has changed is where those responsibilities live.
In eLearning, the course owns the experience. Everything has to be built into the content. In ILT or VILT, the facilitator and learners share that responsibility. The experience unfolds in real time.
That shift from controlled to shared changes how you design every part of the learning experience.
Gagné’s 9 Events—Same Model, Different Execution
Gagné’s 9 Events of Instruction are often taught as a sequence:
- Gain attention
- Inform learners of objectives
- Stimulate recall of prior learning
- Present content
- Provide learning guidance
- Elicit performance
- Provide feedback
- Assess performance
- Enhance retention and transfer
Those don’t go away. But how you design for them looks very different depending on the environment.
Here’s where the difference becomes more concrete. The same 9 events show up in both formats, but they’re executed very differently.
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Gagné’s 9 Events: eLearning vs. ILT/VILT Design Approach
|
Event
|
eLearning Approach
|
ILT / VILT Approach
|
|---|---|---|
1. Gain Attention |
Visuals, animation, or a scenario to pull learners in immediately |
Facilitator uses a story, question, or real-world example to engage the group |
2. Inform Learners of Objectives |
Clearly stated on screen, often at the beginning of the module |
Positioned conversationally by the facilitator, sometimes woven into the opening discussion |
3. Stimulate Recall of Prior Learning |
Prompts, questions, or quick interactions built into the course |
Facilitated discussion where learners share past experiences or knowledge |
4. Present Content |
Structured, self-paced content with explanations built in |
High-level content supported by facilitator explanation, stories, and examples |
5. Provide Learning Guidance |
Embedded hints, examples, and explanations within the course |
Facilitator guides learning through questions, coaching, and clarification |
6. Elicit Performance (Practice) |
Individual scenarios, branching, or knowledge checks |
Group activities, role plays, and real-time problem solving |
7. Provide Feedback |
Pre-written, standardized feedback for each response |
Real-time, personalized feedback from facilitator and peers |
8. Assess Performance |
Quizzes or assessments with consistent scoring |
Observational assessment, discussion, or applied activities |
9. Enhance Retention & Transfer |
Job aids, summaries, and follow-up resources |
Reflection, discussion, and connection to real-world application |
At a glance, the structure looks the same. But the design responsibility shifts from content to facilitation and that’s where the skill set starts to diverge.
1. Setting the Stage Looks Less Like
Content and More Like Facilitation
(Gagné’s events: Gain Attention, Objectives, Recall)
In eLearning, these elements are visible and structured. They might appear as an engaging intro (gain attention), clearly stated objectives (objectives), and prompts to activate prior knowledge (recall). Everything is designed into the experience.
In ILT or VILT, these moments are often created by the facilitator:
- Opening questions
- Stories
- Discussion prompts
As a designer, your role shifts.
You’re now designing an environment giving the facilitator what they need to create the moment.
2. Content Isn’t the Center of the Experience
(Gagné’s events : Present Content, Provide Guidance)
This is where many designers default to an eLearning mindset.
In eLearning content must stand on its own. Explanations are built into the course. Guidance is embedded directly.
In ILT/VILT:
- Content is often intentionally lighter
- The learning happens through discussion
- Guidance lives in facilitator notes, not just slides
In classroom design, you’re not designing screens. You’re designing how a conversation unfolds and how the facilitator supports it.
3. Practice Becomes Less Predictable and More Powerful
(Gagné’s events : Elicit Performance, Provide Feedback, Assess)
In eLearning, practice is controlled. For instance, scenarios follow a defined path, even branched scenarios are defined. Feedback is pre-written. Assessments are consistent for every learner. Every learner experiences the same thing in an eLearning course.
In ILT/VILT, practice is different:
- Discussions go in different directions
- Role plays vary by group
- Feedback is real-time and often peer-driven
That variability isn’t a problem; it’s the whole point of choosing ILT. But it means the designer has to think differently:
- What could happen in this activity?
- Where might learners struggle?
- How can the facilitator guide the experience without controlling it?
The ID is designing for flexibility, not consistency.
4. Retention Happens Through Experience,
Not Just Reinforcement
(Gagné’s events : Enhance Retention and Transfer)
In eLearning, retention is often supported through repetition of main points, summaries, job aids, and follow-up resources.
In ILT/VILT, retention is built differently:
- Shared experiences
- Discussion
- Reflection
- Real-world application
Learners remember what they talked through, worked through, and connected to their own work. That’s harder to design, but it is often much more impactful.
Where Instructional Designers Often Get Stuck
This is where hiring managers are feeling the gap. Designers who are strong in eLearning often:
- Put too much content on slides
- Under-design the facilitator guide
- Struggle with timing and pacing
- Default to presentation instead of interaction
Not because they lack skill. But because they’re applying a content-first mindset to an experience that depends on facilitation.
What Strong ILT/VILT Design Looks Like
When ILT or VILT is designed well, you’ll notice:
- Slides that support the experience (not carry it)
- Facilitator guides that are detailed and intentional
- Activities tied directly to real-world application
- Clear timing, but built-in flexibility
- Moments for discussion that feel natural
It feels less like a presentation and more like a structured, guided experience.
Why This Matters Right Now
This isn’t just about design preference. It’s showing up in how organizations build their teams. Many L&D teams are strong in eLearning.
But when they need:
- Leadership development
- Onboarding programs
- Behavior-based training
L&D teams often turn to ILT or VILT. And they’re realizing that not every instructional designer has experience designing for that environment.
Final Thought
The principles of instructional design haven’t changed. But the way we apply them has. As organizations rebalance between digital and live learning, the ability to design for both is becoming a differentiator.
For instructional designers, that’s an opportunity. For hiring managers, it’s something to look for more intentionally.
How to Design Effective Instructor-Led Training (ILT)
Does your L&D team have more projects than people?
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Frequently Asked Questions
About Designing for ILT
What is the biggest difference between ILT and eLearning design?
Instructional design contractors are a good fit if your team needs to move quickly, lacks internal capacity, or needs external perspective without adding a permanent headcount. The strongest fit occurs when the contractor can integrate quickly, understand the business context, and support outcomes without disrupting internal workflows.
Why are companies struggling to find ILT designers?
Many instructional designers have focused on eLearning development, and ILT design requires a different approach centered on facilitation and interaction.
Can an eLearning designer transition to ILT design?
Yes, but it requires a shift in mindset from building content to designing experiences that facilitators deliver.
Is VILT the same as ILT?
Yes, but it requires a shift in mindset from building content to designing experiences that facilitators deliver.
When should companies use ILT instead of eLearning?
ILT is often more effective for leadership development, onboarding, and situations where discussion and real-time interaction are critical.
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