This I believe…
Good instructional design sustains engagement and offers actionable feedback to empower the learner.
The Bridge
Being a good instructional designer is similar, in a way, to being a good leader. At least it is according to the ancient wisdom of Daoism. The famous adage from Lao Tzu says, “A leader is best when people barely know he exists, when his work is done, his aim fulfilled, they will say: we did it ourselves.”
Instructional design, when done correctly, results in the learner taking ownership of their new skills and knowledge without ever having to consider all of the mechanics that went into constructing the bridge, which allowed that learner to take the journey from novice to expert.
Design Process
Designing a “bridge” and enticing a learner to journey across it can be a daunting endeavor to some, but not for me. I thrive on designing learning experiences with the right amount of challenge. In order to do that, I utilize multiple instructional design models in my practice.
I use the Design Thinking process in combination with the ADDIE model and Backward Design to ensure I understand the learner, analyze the learning gaps, identify the learning objectives, align them with assessments, gather ideas from all stakeholders, develop prototypes, invite feedback and ensure evaluation is central to the project.
Engagement
Without engagement there is no learning. So, engagement is everything. Whether learning is self-paced on a screen, instructor led in-person, or some combination of the two, it must be as authentic as possible in order to engage adult learners who have taken their valuable time to participate in the learning experience.
Authentic learning experiences must reflect the complexity of the real world that the learner operates in. When the adult learner is included in the design process it ensures the relevance of the learning and in turn helps to assure it is engaging to the audience it serves.
Feedback
Assessment is a critical component of instructional design. Using formative assessments that give actionable feedback to learners about what they can do to improve is essential to any good instructional design project.
When data is collected stategically from formative (and summative) assessments throughout multiple points of a learning experience it begins to form a feedback loop that can act as a tool with which to gauge the needs of the learner and to ultimately guide change that may be needed in the organization itself.
Intelligence is the ability to adapt to change.
Stephen Hawking
A Note on Change
Instructional design is continually evolving, which is what makes it such an exciting field to work in. Microlearning, personalized learning, and social learning are a few trends I am reading up on.
About Rebecca Biederman
Rebecca has a Master’s Degree in Education, an Instructional Design for eLearning Certificate from the University of Minnesota and strong content development and facilitation skills.
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Rebecca Biederman 