Instructional Design

I love to train because I love to learn. I like to construct stories that make information more memorable. Engagement involves experience. The goal of my instructional design is a story and experience that is quick, memorable and relatable to the learner.

Subject Matter Expert Collaboration

I start by establishing clear communication channels. Clearly define roles, responsibilities, and expectations from the outset. Do you like email, phone, text or meetings? Then I establish check-ins throughout the process. I foster a positive and collaborative working relationship with SMEs. I respect their expertise and value their input. I’ve learned to involve SMEs early in the design process, and to collaborate on identifying learning objectives, defining the scope of the course. It’s typical to then branch out to talk to more SMEs to determine the key workflows, technical considerations and the target audience. I conduct a thorough needs analysis to understand the goals of the course, the desired learning outcomes, and the specific knowledge and skills that need to be addressed. SMEs domain knowledge is critical to transfer in the instructional design process through probing questions and interviews. I share prototypes, for input and validation early and often, regularly communicating progress updates.

Analysis

Clarify the problem. Define the audience. Clarify learning objectives and goals. Identify logistics.

Design

Structure and duration. Learning Objectives. Exercises and assessments. Graphic elements. Interface to be used.

Develop

Create the training. Communicate with team. Develop training deliverables. Create assessments.

Implement

Deliver the training. Secure required resources. Provide instructions. Hand out feedback forms. Deliver assessments.

Evaluate

What was successful? Were learning objectives met? Were goals met? What went well? What needs improvement?

Multiple Representation Principle

It’s is better to present an explanation in words and pictures than solely in words.

Contiguity Principle:

When giving a multimedia explanation, present corresponding words and pictures
contiguously rather than separately.

Split-Attention Principle:

When giving a multimedia explanation, present words as auditory narration rather than as visual on-screen text.

Individual Differences Principle:

The foregoing principles are more important for low knowledge than
high-knowledge learners, and for high-spatial rather than low-spatial learners.

Coherence Principle:

When giving a multimedia explanation, use few rather than many extraneous words and pictures.