Instructional designer as an agent of change: where do we go from here?

[Photo by Paula May on Unsplash]

In this blog post, I would like to reflect on the role of the instructional designer as a practitioner, who facilitates and embraces change and innovation (Cleveland-Innes, 2019). As I progress through the MALAT program and specifically through LRNT 524, where we have in detailed discussed changed and innovation, my understanding of the role of the instructional designers has greatly evolved (Samokishyn,  2019).

I have had practical experience of constructing a design challenge and utilizing design principles, emersed myself in the design thinking process, and have gained valuable theoretical insights and practical skills on how the design process works. Looking back at my first blog post in this program (Samokishyn, 2019) and relating to everything I have learned over the last months, my understanding and vision have been transformed tremendously.

The goal of the instructional designer can be described as “translating principles of learning and instruction into specifications for instructional materials and activities” (Smith & Ragan, 1993, p. 12 as cited in Ertmer & Newby, 2013, p. 43). This ability represents an instructional designer’s insights, critical thinking abilities, as well as a vision for the innovative approach to learning. Furthermore, according to Ertmer and Newby (2013), a “designer must have the ability to diagnose and analyze practical learning problems”(p. 44). Among other skills, an instructional designer should also be able to select, integrate, and predict based on theoretical models the instructional strategies and solutions (Ertmer & Newby, 2013, p. 44).

These are the skills that I want to foster to inspire innovation and change as well as to embrace the theoretical and practical skills gained in this course moving forward!

 


References:

Cleveland-Innes. M. (2019, April 18). The role of ID in Higher Education Reform [Recorded Presentation]. Retrieved from http://ow.ly/s79f50qR2iq

Ertmer, P., & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspectivePerformance Improvement Quarterly, 26(2), 43-71.

Samokishyn, M. (2019, April 24). Professional identity of the Instructional Designer [Reflections from MALAT Symposium 2019] [Blog post]. Retrieved from https://malat-webspace.royalroads.ca/rru0115/professional-identity-of-the-instructional-designer-reflections-from-malat-symposium-2019/

Leave a Reply

Your email address will not be published. Required fields are marked *

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

This site uses Akismet to reduce spam. Learn how your comment data is processed.