My Definition of Instructional Design

It has recently been found that there is a discrepancy in alignment between what instructional designers typically learn in graduate programs and what they practice in the field. Many instructional designers claim to come from technology and design backgrounds, rather than education, according to results from a survey shared on the blog of Cammy Bean, Vice President of Learning for Kineo (Wagner, 2011). Others, such as Dr. Ellen Wagner of the University of Central Florida (2011), note that “...leveraging technology in our work is a requirement, not an option” (p. 36). As a student in an instructional design program with a background in education, I am more apt to see the importance of developing quality instruction, designing for diverse learners, and improving learning outcomes in instructional design. These crucial components are unfortunately often overlooked in instructional design for business and industry. However, I would argue that instructional design constitutes more than just the “intersection of learning and technology” (Wagner, 2011, p.33). The role of an instructional designer in any field is highly dynamic and requires an expansive set of skills to be set for success. 

The call to create instruction can begin as an intervention, a solution, or a new learning technology project, but will eventually cycle through all steps of the process (Wagner, 2011). The first of this is design, which includes content, context, and learner analysis. Among these, learner analysis is the most important. To create quality instruction, we first need to assess the diversity of our learners and make plans to accommodate their variability in our instruction so that every learner has a chance to succeed and have a memorable learning experience. These educational programs will be constantly refined in an iterative process to improve quality and learner outcomes, so it is best to develop a product that offers variability for learners from the get go, the basis of Universal Design for Learning (Gronseth, Michela, & Ugwu, 2021). Additionally, “...the use of technology as part of instruction learning can pose challenges to ensuring equal access among learners (Gronseth, Michela, & Ugwu, 2021, p. 21)”, and will require more than an afterthought to successfully implement the instruction. According to Gronseth, Michela, and Ugwu (2021), designing for learner variability “...can support more sustainable implementation of the educational program” (p. 22). The design process will also include such tasks as writing objectives, planning for effective assessments, considering the context of the instruction, and evaluating budgetary restrictions. 

Once the designing step is completed, next is development, where the meat and potatoes of the instruction is created. This step often involves collaboration with subject matter experts, as well as calling upon those across departments for support. Once development is complete, implementation of the instruction will begin. Often, instructional designers will find themselves as the facilitator of the instruction, in addition to their other responsibilities. For this, they will need to be skilled in engaging an audience through presentation. Sharing the instruction also happens through detailed write-ups that will keep stakeholders up-to-date on the project, as well as writing to share with other professionals in the field. 

After designing, developing, and implementing the instruction, the process is still not complete. Instructional designers spend a significant amount of time evaluating their programs after implementation. Feedback must be collected from learners, colleagues, and stakeholders and be utilized to improve the instruction moving forward. Learner statistics, such as data from learning management systems, can also be used to complement verbal and written feedback from others. 

Instructional designers are often expected to implement technology in the instruction

they create, which makes the process described above more complex. Yet, we openly embrace the ever expanding world of technology and see it as an opportunity to improve learning. Because of this, instructional designers must have an understanding of how people learn in the context of a technological environment, in addition to being well-versed in the tools of the trade, such as various software programs, media arts, learning management systems, etc. Ultimately, instructional designers strive to accommodate, engage, and retain learners through the use of technology, which requires another set of unique knowledge and skills. 

In summary, among the diverse set of skills that instructional designers must be competent in, there are several keywords that define the essence of our work:

Collaborate

Instructional designers work alongside those from other disciplines, such as subject matter experts and across departments, and share and implement ideas through a diverse community of other professionals in the field. 

Communicate

Instructional designers communicate verbally and in writing during the stages of design and development to inform stakeholders, consult others on learning technologies and instruction, and communicate instructional content through presentation. 

Design

Instructional designers must be knowledgeable about learning and instructional theories so they can implement those that are relevant into their design for instruction, allowing for better learning outcomes. They must also find ways to creatively engage learners in the instruction through technology and designing learner experiences. 

Empathy

Instructional designers have an ability to put themselves in the shoes of others, whether it is learners or instructors, and tailor the instruction to fit the needs of those they serve.

Develop

Instructional designers successfully put their plans into action.

Create

Instructional designers are creators of unique learning design, content, and digital products.

Analyze

Instructional designers take a hard look at who their instruction is intended for, the context in which it will be presented, and what content needs to be covered to inform their design process. 

Evaluate

Once their instruction has been implemented, instructional designers must take a step back to see how their work is serving those it is intended to and make improvements as necessary. 

Share

Instructional designers are open to informing others and sharing their work with the world. They take pride in the fact that their ideas can spread like wildfire. 

Problem-Solve

The work of instructional designers is often utilized to solve performance or instructional problems. Additionally, instructional designers often troubleshoot and find solutions to both technical and instructional problems.

Dynamic

Instructional designers have a wide range of valuable skills in communication, technology, design, learning theory, time management, and more that they utilize in their work on a daily basis. 

Adapt

Instructional designers have the ability to read the room, adapt to their work environment, and change their methods when needed to become masters of “the secret handshake”.

References

Gronseth, S. L., Michela, E., & Ugwu, L. O. (2021). Designing for Diverse Learners. In  J. K.  McDonald &  R. E. West (Eds.), Design for Learning: Principles, Processes, and Praxis. EdTech Books. https://edtechbooks.org/id/designing_for_diverse_learners 

Wagner, E. (2011). Essay: In search of the secret handshakes of ID. The Journal of Applied Instructional Design, 1(1), 33-37.