Instructional Design

 

What is Instructional Design?

Instructional design is the intentional process of planning, creating, and evaluating learning experiences to help people reach a specific learning goal. It involves deciding what learners need to know, how to teach it, and how to determine whether they understand.

Knowing that we can explain what an instructional designer does. It is someone who creates learning experiences that help people develop specific knowledge or skills. They consider who the learners are, what they need to learn, and which teaching approaches will help them succeed.

Why it is important for instructional designers to be able to describe and explain the philosophical foundations and theoretical bases of the field?

I think instructional designers need to understand the philosophical foundations and theoretical bases of the field because these ideas influence how we define learning, choose teaching strategies, and evaluate success. Brown and Green (2016) describe instructional design as a connection between knowledge about learning and the practical work of developing instruction. Understanding that connection helps designers explain why an instructional approach is appropriate instead of choosing activities simply because they are familiar or interesting.

The chapter’s discussion of postmodernism also helped me recognize that instructional problems can have different solutions depending on the people and context involved (Brown & Green, 2016). This matters in my adult GED classroom because students bring different experiences, academic skills, and levels of confidence. An approach that supports one student may require adjustments for another.

How has your thinking about education and designing instruction changed?

My thinking about education has shifted from focusing on delivering a lesson to considering how the entire learning experience is designed. Previously, I often focused on explaining the content clearly and providing enough practice. Brown and Green’s (2016) discussion of Dick and Carey’s model helped me see that when students struggle, I also need to examine and improve the instruction rather than place the responsibility entirely on learners.

This connects to my experience teaching adult GED students in Spanish. Sometimes I worry that I am moving too quickly for students who need additional support while others are ready to continue. I now see this as a reason to examine students’ starting points, the sequence of activities, and the checks for understanding built into my lessons.

The discussion of rapid prototyping also expanded my thinking. Brown and Green (2016) explain how feedback on successive versions can guide improvement. I could apply this by trying a short instructional activity, reviewing students’ responses, and revising it before expanding the lesson. I am beginning to view instructional design as an ongoing process of planning, evaluation, and thoughtful adjustment.

References

Brown, A. H., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). Routledge.