An instructional design model is abc

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.

Analyze The Difference Between The Academic and Corporate World

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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What model do educators and Instructional Designers use in common?

Through this quest, many concepts overlapped.

  • Blooms – Educators are moving toward the digital taxonomy while Instructional Designers mostly use the traditional taxonomy.
  • Understanding By Design (UBD)
    • Identify desired results, determine acceptable evidence, plan learning experiences & instruction
  • SAM (Success Approximation Model)
    • Prepare, Develop, Design

What does each group not have?

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.

How Can One Analyze Their Instructional Design and Model To Make It Better?

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.

  • What are our client’s needs?
  • Who will the course be designed for and why?
  • Do you have a list of goals for the course?
    • What gap analysis have you done to ensure that the course goals are what is needed?
  • What should a typical lesson include? (Must haves from the client)
    • What’s the time for a typical lesson?
  • Can you share the timeline in which you want the final product)?
  • Please share the budget for the project.
    • What expenditures must we incur?
    • If something is needed, are we able to reimburse?
  • Share with us what kind of assessments you want the user to have in the course.
    • Are you open-minded to other types of assessments?
  • How does the client want users engaged?
  • How does the client see the user engaged?
    • What required resources or standards should we include?
    • Are there any industry standards? must reference?
    • Can SMEs guide the ID on the subject matter?
      • Is this course required for annual Training?
    • If so, what updates must we include or toss out?
    • What outside factors must ID consider? Example – Top secret clearance, NDA, privacy Act from any data collection
    • What tech configurations should we know ahead of time?
      • What LMS host should we build for the course?
      • Are there any –tech constraints such as bandwidth speed, size of files, or otherwise?
      • How many users will participate at one time? Asynchronous, Hybrid, or in-person course)
      • What kind of technology should ID expect a typical user to use when taking the course?
      • What specific software must be included or referenced in the course?
    • Are there incentives for the user who completes the course?
    • What must users do differently should they fail or complete the course in its entirety?

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.

Comment below or contact me for more information and check out our tool page, where you will find some other ways to make your work smarter.

Thank you Ms. Montse Anderson, for the template!

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