Reflecting on Your Role in Instructional Design

Introduction It is refreshing to participate in a program intent on utilizing the tools being taught to the students.  For instance, each of the courses in the Instructional Design program culminates in a final reflection paper allowing the learner yet another opportunity to engage in transformative learning described by Mezirow as constructivist in nature, wherein … Continue reading →

Analysis: Explaining the Role of an Instructional Designer

scenario: An ID working for a copy machines manufacture has identified a major problem in the way field service technicians repair broken copiers. To help with the project, the most respected design engineer in the company has been assigned to serve as the subject matter expert. During the first meeting the ID briefly explains the … Continue reading →

Case Study: Implementation Considerations

[Disclaimer: My viewpoint is fairly cynical or pragmatic, depending on which side of the coin you fall on.] Natalie Morales has some really large challenges to overcome in order to help Chipex successfully implement a new certification process. Many of the challenges Chipex is facing has to do with corporate culture and leadership which is … Continue reading →

Effective Instructional Materials

Ironically, I can provide a few different examples of ineffective design from completely different decades. First, as a secondary student in the mid-80’s, as well as an undergraduate student during the early 90’s, the concept of instructional design was not even remotely entertained either my high school or college. The classes were traditional lecture-based classes … Continue reading →

Case Study: Malcolm Gibson

As a child, adults often ask, “what do you want to be when you grow up?” The child, often in utter simplicity, will say they want to “be” a fireman, policeman, nurse, lawyer or doctor. Typically, these are professionals of esteem in our society. Ironically, in my small universe, one way to show admiration is … Continue reading →

Task Analysis

[The text was extremely user-friendly, straight-forward and clear. I am presenting the information in a format that is useful for connecting and organizing the elements for recall.] Task analysis is defined as a “collection of procedures for defining the content of an instructional unit” (Morrison, Ross, Kalman, & Kemp, 2011, p. 78) Three techniques are … Continue reading →

Comparing Instructional Design Models

ADDIE Model One of the benefits of participating in this program is the readability of the course materials. For instance, the excerpt, “Is ADDIE a Blond, Brunett, or Bald?” (Morrison, Ross, Kalman, & Kemp, 2011, p. 13) is both engaging and informative providing a brief history of instructional systems design (ISD) and the original of … Continue reading →

Describe the field of instructional design

On the website “eLearnspace” http://www.elearnspace.org/Articles/InstructionalDesign.htm Siemens provides a list of various instructional design definitions, but my favorites are: • “Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of … Continue reading →