Before I share what I’ve discovered, I’d like to take a moment to celebrate those who share their instructional design and model tips that help others in the profession.
You have raised my awareness about many new things, and I am humbled. The work you do compels me to share more now than ever.
This week’s blog starts the first of several blogs that shows a more comprehensive approach to instructional design, which I’ve named ABOUT DESIGN.
Today we discuss the importance of why we must analyze every aspect of instructional design from start to finish.
Those who champion their work often take time to reflect on their performance. They attend professional development, workshops, and conferences, and network with others across the globe, so their projects are flawless.
Our work depends on factors like one’s pedagogy and beliefs.
However, after reviewing people’s styles, I found numerous similarities.
You might even say I conducted a crosswalk of sorts or cross-referenced the learning outcomes of the courses to standards, employability, and 21st Century skills.
Conceptualizing the process, think about a Venn Diagram where the overlap contains what Instructional Designers and Educators use regularly.
Click on the tabs below, and you will see that when we analyze, it’s as simple as reciting our ABC’s.
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Through this quest, many concepts overlapped.
And there were justifiable reasons each group didn’t have what the other did in their toolbox.
Instructional Designers do not consistently integrate Socio-Emotional Learning (SEL) factors. SEL plays a vital part in the ways both adults and adolescents learn. Information will not sink in if someone is not in the mind to learn. No matter how well the course is designed and engaging, the information becomes a moot point should the user have distractions in the background.
Educators graduate from college with the theory but often struggle to apply real-world situations in their lessons. Another major factor is the lack of time and resources to prepare and deliver the perfect lesson. Educators constantly focus on gap analysis but struggle to develop well-rooted skill development because of time.
Disclaimer – Please note that I want to raise awareness for everyone to see each other’s perspectives rather than bash or make implications.
Recognize the old expression, “you don’t know to ask because you don’t know.”
Questions like those below should be considered early in developing the project to remove the barrier.
Considering these factors lays the foundation for a better in-depth analysis of understanding the needs and what the outcomes should look like when it’s completed.
What’s missing from this Instructional Design Model? I’d love to know what you think.
Thank you Ms. Montse Anderson, for the template!
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