Developments in the domain of training design reflects both behavioral principles in the management of student's behavior in the classroom and how training is designed and conducted and the principles of cognitive psychology, particularly by information processing theories. Like behaviorists, researchers and practitioners of designing training models consider that a range of behaviors can be observed, measured, planned and evaluated in a fair and valid manner. Some authors distinguish between a design model of training, whose role is to build an environment to provide conditions that support student learning processes required and model instructional systems designs that have a much broader scope. The second covers five phases: analysis, design, development / implementation, implementation and evaluation, while the first only covers the stages of analysis and design, focusing on analysis skills or knowledge to be formed to be purchased and then on converting the analyses in a training strategy (Sortrakul and Denphaisarn, 2009). Thus, the systems combine training instructional practices, research and theory into a methodology that promotes systematic learning (input produces output then becomes input) and systemic (there is a symbiotic relationship between the elements). The purpose of these systems is to create successful learning experiences and facilitate the transfer of learning (Zimnas, Kleftouris and Valkanos, 2009). Depending on the type of training that we produce, these models can be (Gustafson and Branch, 1997): those used in the classroom, where the learning activities and resources are selected by the teacher - depending on the philosophy that underpins the teaching activity, the student primarily acquires information from the teaching procedure, than those that consist of a training product for a specific context (useful in developing multimedia materials), focusing on pilot testing and review - in order to place the product in appropriate learning environment, which are widely used systems, designed and developed to a whole curricular experiences (courses or distance education programs). As an outcome of the work of a team, the instructional design must be learner -centered and on the performance the latter needs to achieve, and it is necessary to have well defined and consistent objectives according to the experience to which it addresses, the formulation of objectives should also reflect the environment where the student is expected to apply knowledge and skills acquired, and the results can be measured with available instruments (Gustafson and Branch, 1997, 2002 ). By knowing how the interaction between the elements of educational situations and a systematic and rigorous approach, this can increase the efficiency and effectiveness of training (Gustafson and Branch, 1997, 2002 ). Gagn? (1984 , as cited in Chen, 2007) states that a well-designed training stimulates cognitive structures during learning and it increases the success of learning.

designing instructional models, multimedia, educational situations