My Definition of Learning/Instructional Design and Technology

In my current position as an online teacher, every time I prepare my lessons I think about how I can  leverage my software, hardware, and online resources to deliver quality engaging instruction that allows for measurable learning outcomes.   This would be my personal definition of Learning/Instructional Design and Technology (LIDT).  As a systematic thinker, designing instruction comes naturally.  Technology is the medium that is used in order to make learning easily accessible and relevant, as it brings innovation into our everyday lessons or training.  It also streamlines processes that were time consuming in the past like communication, delivering content in different formats to reach a broader audience, and using data to guide instruction.

Leverage, quality, engaging, measurable, and outcomes would be the key phrases in my personal definition of LIDT.   The process would be a series of questions I ask myself.  Leverage: I need to know and research how my resources can translate to what I need my audience to understand.   What do I have in order to reach my diverse learners and do I have to research more resources?  As an article states, “Differentiation of process refers to the varied ways that students make sense of learning materials and take ownership of their own learning.” (Gronseth et al., 2020)  At times, do I need to reach out to a Subject Matter Expert or colleague for assistance? As we are not alone and can collaborate or reach out for help.  Quality:  Are the key points and ideas being addressed in order for my learners to walk away with the knowledge they need? Is there a flow to the lesson that uses the learning theories to the max as “designers can simulate participation by piloting drafted designs and materials to gain understanding for how learners may experience interacting in the learning context” (Gronseth et al., 2020)  Engaging:  Is it relevant to them?  Will they ask questions or clarifications and are they collaborating with me and their peers?  When a learner realizes that time passed by so quickly because they were so intrigued and engulfed in learning gives an idea that the lesson was engaging.   Measurable: What kind of prior knowledge do my learners have?  How many times do I need to make formative assessments throughout the lesson?  How will I know they got it? Giving clear objectives and being able to finish the lesson with data can help with adjustments the lesson may need.  Outcomes:  Would my learners be ready for the next level?  Are they able to apply what they learned to real-life situations?  Creating a final assessment or simulation would show the learner and instructor, they are ready or need more practice.  This series of questions is the process I take when designing, it has me cover the bases.

As I read through what LIDT is, it reminds me of a timeless composed song that is harmonized working together in order for the listener to enjoy the music and remember the tune.  In an article about learning design states “IDs  (Instructional Designers) produce  engaging digital  learning  experiences  that  engage  and  inspire.”  (Wagner, 2011)  The composer/producer uses all types of instruments, melodies, and feedback before the music is delivered to the public.  When the people hear the music, it resonates and becomes a part of their life just like when learners finally grasp what was being taught in a lesson by an instructional designer.

References

Gronseth, S. Michela, E. & Oluchi Ugwu, L. (2020). Designing for Diverse Learning, Design for Learning: Principles, Processes, and Praxis. https://edtechbooks.org/id/designing_for_diverse_learners

Wagner, E. (2011). Essay: In search of the secret handshakes of ID. The Journal of Applied Instructional Design, 1(1), 33-37.