Week 7: Designing Instruction

What does it mean to design instruction? 

To design instruction means to analyze learning and performance problems and then design, develop, implement and evaluate the instructional and non instructional processes (Reiser 2001). The main purpose of instructional design is to improve learning. I believe that even though instructional design has been used since the 1960’s many educators today use the same process as they work through their yearly lesson plans. However, I believe that many of them would not recognize right away that they are doing instructional design. They analyze what needs to be learned and focus on learning objectives. They implement different supplemental materials and then implement the lesson with their students. Depending on what their formative assessment reveals about the learning, teachers will go back and restructure or redesign their lesson. Usually the administrator is part of this process if teachers are being evaluated on a lesson since they are sharing feedback on the lesson and revealing what worked and what might need improvement.

What skills do you think you need to have in order to do it professionally?

Professionals in the field of instructional design use systematic instructional design procedures to employ a variety of instructional media to reach their goals (Reiser 2001). Before entering the masters program at UNT, I had not heard of instructional design ever. This even surprises me, but after immersing myself in the study of ID and reading a plethora of articles about it’s history and implementation I realize just how many companies and education entities follow the process.

I believe in order to do ID professionally, one must have experience not only in learning technologies, but also must have experience in project management, leadership and educational learning theories.

Aside from the technicalities of professional requirements, professional designers must also possess patience, self-regulation and communication skills.

 

References

Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57-67. doi:10.1007/BF02504928. Accessed June 23, 2018.

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