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It is helpful to think in terms of two basic kinds of change: piecemeal and systemic. Piecemeal change leaves the structure of a system unchanged. It often involves finding better ways to meet the same needs, such as using an analogy to help your students learn the science concepts you taught in an otherwise similar manner last year. In contrast, systemic change entails modifying the structure of a system, usually in response to new needs. References: reigeluth,
c. M. (1999). What is instructional-design theory and how is it changing? Instructional-design theories and models: a new paradigm of instructional theory (vol. 2, pp. 5-29). Mahwah, new jersey: lawrence erlbaum.

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Instructional design theory (IDT) is the idea of creating different ways of instruction, in which the learning is made more efficient, long-lasting, and appealing. It consists of determining the needs of the learner, identifying the goals of the instruction, and creating a method to reach those goals efficiently and successfully.

It is an example of systemic change, because it aims at altering the structure of the learning process and its traditional methods.