I’ve been asked by family, friends, and co-workers what is instructional design and what can you do with it? A simple answer is, it’s a design that seeks to solve a learning problem by using a model such as ADDIE (Analysis, Design, Development, Implementation, Evaluation) or SAM (Successive Approximation Model). Instructional designers produce a justification for an intended design by analyzing stakeholder and organizational needs, selecting the most appropriate learning theories and strategies to apply, producing information in an intended sequence and format, and creating an evaluation that will determine the success of the design and future improvements.
What is adult learning… or you could think of it as “Andragogy” a way of differentiating adult learners from children (Merriam and Bierema, 2014). Adults prefer different ways of learning, they need to be motivated (extrinsically and/or intrinsically), they have accumulated life experience, may have prior knowledge, they can be self-directed, and they can be goal, objective, and activity oriented. The five traditional learning theories that address adult learning are behaviorism, humanism, cognitivism, social cognitivism, and constructivism. (Merriam and Bierema, 2014) There are of course branches of learning theories that fall underneath the primary ones mentioned, such as social constructivism and transformational learning. Throughout the OILS program I’ve learned various strategies, applications, and principles to apply within each learning theory.
Adult learners are diverse on many levels as well as online and distance learning covers a global landscape, therefore as an instructional designer it’s extremely important to take in mind cultural inclusivity. The definition of culture varies and has been defined by many great social scientists over time. “We define culture as a collection of shared perceptions of the world and our place in it.” (Gunawardena, p. 3) Culture with respect to learning not only considers language, religion, geography, time zones, customs, beliefs, and norms, but it also looks at technology adoption, access to technology, communication, and so much more.
The WISCOM framework developed by Charlotte Gunawardena looks at how to provide a transformational learning experience through building a wisdom community by using the Collaborative Inquiry Cycle (CIC). “The CIC is a process for designing structured collaborative learning experiences in which learners work together to explore a well-defined problem, an ill-structured problem, an issue, or a case.” (Gunawardena, p. 130).
The WISCOM framework strives to find a commonality within a Community of Practice (CoP) by defining shared beliefs on wisdom and community. It brings forth important aspects such as, communication, technology, distributed co-mentoring, and learner support (Gunawardena, 2018).
“Online learning is the newest and most popular form of distance education today. Within the past decade it has had a major impact on postsecondary education and the trend is only increasing.” (Stern, n.d.) Online learning can meet the needs of many adult learners and can be conducted asynchronously or at the preferred time an individual chooses to learn or synchronously being at the same time. Online learning can be conducted through a variety of tools and applications. In the OILS program I’ve experienced first-hand what a successful online program includes. Some of the most profound keys to UNM’s online program success are based on the following examples:
As a graphic / web designer and web marketing professional with 15 years of experience, instructional design has helped to open my eyes and see other design aspects beyond the look and feel, creativity, usability, and ROI.
The skillsets of a successful instructional designer are built through experience and rely on research and analysis by creating SMART goals and objectives (specific, measurable, attainable, relevant, and time-based) with the intention to solve a learning problem.
Effective instructional design relies on collaboration, good communication, and effective project management. To better serve an organization’s needs it’s relevant to understand the “Adult Learner”, consider and design for “Cultural Inclusivity”, and understand the guiding principles of “Online Learning”.
Throughout my learning as a graduate student I’ve had the opportunity to work through many real-world learning examples. I feel that the group projects combined with situated learning, discussion, and reflection opportunities, alongside peer review and feedback has contributed most to my learning and long-term memory retention.