I suppose every ID (Instructional Designer) has his or her favorite part of the instructional design and development process. As for me, I enjoy scripting content; I feel like the sculptor, and the raw content from the subject-matter-expert (SME) is the clay. I carefully extract the content from the SME, meticulously clarify the content through research and consultation with the SME, then use my creativity, learning theory knowledge, and instructional design expertise to mold content into an efficient and effective instructional unit. The creative energy that ensues is exhilirating, intoxicating, addictive..I heart it.
When developing a course or unit of instruction, resist the urge to load a unit with interesting videos, images, PowerPoint presentations, and the like, in the absence of (1) a rationale for how the content will assist the learner meet the learning objective(s) and (2) a plan for when in the learning process the learner will interact with the content . Each instructional item should have brief introductory text that establishes its relevance to the learning objective. Moreover, if direction is not obvious in the course or unit design, the learner should be given explicit guidance regarding when to interact with the instructional material.
Instructional materials that are interesting, relevant, and well-ordered promote learning by allowing the learner to use cognitive resources on the material and not on figuring out what to do, why do it, or when to do it.