This paper presents a decision making model that uses a systematic approach to design; has as a driving force the needs and goals of a particular learning situation; is derived from traditional instructional system design models such as Kemp, Dick & Carey, and Romiszowski; and in addition addresses the potential impact of multimedia as a delivery system/learning tool. Presented in the form of a puzzle, the model is a series of eight interlocking pieces representing: (1) learner characteristics; (2) topics and tasks--content or task analysis; (3) objectives; (4) performance assessment--occurring in four levels of reaction, learning, changes, and long term results; (5) instructional activities; (6) media/delivery systems--integration of instructional design and media/delivery systems; (7) resources; (8) the central piece, the analysis phase, which defines the needs and goals of the situation. The entire process represented in the model is connected by continuous revision and evaluation, for which an instrument called Checklist for Multimedia Design has been developed suggesting questions that the instructional design team should ask. A Project Task Timeline has also been developed that defines the roles and responsibilities of team members and lists tasks that should be completed in the design phase. Figure 1 illustrates the model. (Contains 11 references.) (ALF)