Instructional Design Philosophy

Vision

Provide collaborative, accessible, inclusive, and engaging teaching and learning solutions with problem and learner-centered instructional design, development, implementation, assessment, and revision of learning materials and experiences.

I am committed to a journey of continual growth and development personally and professionally in instructional design knowledge, skills, and attitudes.

Photo by Tabea Schimpf on Unsplash

Road Map

My road map is The International Board of Standards for Training, Performance and Instruction, or ibstpi, Instructional Designer’s Standards Competencies and Performance Statements.

Photo by chris robert on Unsplash

Guiding Questions

Where are we going?

How will we get there?

How do we know when we have arrived?

Instructional design is an iterative systematic process of analysis, strategy development, evaluation, and revision.

(Smith & Ragan, 2004)

1

Analysis

Analysis answers Where are we going? by completing an analysis of learners, environment, needs, problems, solutions, and required resources.

2

Strategy

Strategy answers How will we get there? by providing a blueprint with instructional strategies and the use of tools and technologies to achieve learning objectives and desired results that are tested, revised, and implemented.

3

Evaluation & Revision

Evaluation & Revision answers How do we know when we have arrived? by evaluating and revising instruction and learner performance.

Guiding Principles

Some of the most influential learning theories, frameworks, and models that guide my design include:

The ADDIE Model

Backward Design

Merrill’s First Principles of Instruction

Gagne’s 9 Events of Instruction

Piaget’s Social Learning Theory

Sweller’s Cognitive Load Theory

Bandura’s Social Learning Theory

Mayer’s Principles of Multimedia Learning

McClelland’s Competency Model

Keys to a Successful Journey

Effective instructional design is collaborative, accessible, inclusive, and engaging.

1

Collaboration

Collaboration and building and maintaining relationships with effective communication are keys to successful instructional design.

2

Accessibility

Instructional material should be accessible to every learner and compliant with the Americans with Disabilities Act. Accessibility should be considered throughout the design, development, and implementation of instruction.

3

Inclusion

Instructional material, practices, and environment should be inclusive and cultivate a culture of belonging where diversity is celebrated and everyone is treated with dignity and respect regardless of race, ethnicity, gender, age, socioeconomic status, disability, or learning style.

4

Engagement

Relevant, problem and learner-centered, multimedia content engages and motivates learners. Productive practice, guidance, and feedback inspire learners to persevere in acquisition, integration, application, retention, and transfer of learning and performance goals.

References

Budd, B. (2016, July 6). The 5 DS: A collaborative model for learning design (part 1). The EvoLLLution. Retrieved November 7, 2021, from https://evolllution.com/programming/program_planning/the-5-ds-a-collaborative-model-for-learning-design-part-1/.

Budd, B. (2016, July 13). The 5 DS: A collaborative model for learning design (part 2). The EvoLLLution. Retrieved November 7, 2021, from https://evolllution.com/programming/program_planning/the-5-ds-a-collaborative-model-for-learning-design-part-2/.

International Board of Standards for training, performance and instruction. (n.d.). Retrieved November 7, 2021, from https://ibstpi.org/.

Smith, P. L., & Ragan, T. J. (2004). Instructional design. John Wiley & Sons