As I began creating my list of tools and superpowers (of which I have many), I realized there were many that I don’t use—or even think about—on a regular basis. Brainstorming the tools was difficult at first, but I found it got easier once I set categories that I borrowed from Lachheb & Boling (2018): Computer-based, Methodological, and Analog. To these I also added the categories of Superpowers and Roles to help define some other aspects of my practice. Sorry if it’s a bit long… or completely misguided.
The complete diagram can be found at Kumu.
Computer-Based
- Google Slides. I can’t stand powerpoint, so if I need slide decks this is my go-to.
- Instant Messaging (mostly Teams). The only way I can stay connected with my co-workers. Without this there are no more meetings, quick questions for advice, bouncing ideas off each other, etc.
- Office 365. Emails, Word docs, OneNote, etc. While I could do without emails, I do a LOT of course planning/development with OneNote since COVID-19 popped up. It allows me to build basic course structures quickly and I can see my design work at a glance without having to scroll through endless document pages.
- YouTube. Other people have created far better explainer videos than I ever will.
- Adobe CC. Every. Single. Day. I teach these tools, but I also use them to build learning resources for my students.
- D2L | Brightspace. The required LMS. I have no choice, but building a course in it isn’t so bad once you get it figured out.
- Kahoot. Building interactive opportunities to see where there are class-wide learning gaps and to help students quickly assess where they are at is incredibly helpful.
- Adobe Education Exchange. As with YouTube, why create what others already have. Eventually I’d like to be a contributor… but I’m scared.
- LinkedIn Learning. Not always useful, there are times when it can be a support and it’s important to have it in my repertoire.
Analog
- Books. I use a mix of reference books to help offset my own learning gaps as well as a range of other books (recipe books, art books, flyers, pamphlets, brochures, etc.) to help build activities and assignments.
- Sketching. Best way to start figure out an idea before you move forward.
- Whiteboard. Back when I had one of these by my desk I’d use it to brainstorm ideas with co-workers or to quickly plot out a few design ideas.
- Notebook. Take notes, jot down ideas, or whatever else you need to do so thoughts don’t escape.
- Markers & Pencils. None of this stuff happens without them, right?
- Post-it Notes. I use these to quickly chart out units, activities and assignments. Post-it Notes allow me to move them around, reorder, etc. without the distraction of a computer. They also provide a quick visual rather than jumping between computer software.
Methodological
I may be a bit off on these, but this is how I interpret this category.
- Spouse. I know my spouse isn’t a tool, but she is provides great feedback when I’m fighting with whether a design idea will work or not.
- Hallway/Formal Meetings. Not as useful as they should be, these are often used for defining programs or course objectives. Actual course design rarely happens in a meeting.
- Unknown Biases. These are always feeding into my design work, whether I know it or not.
- Student Feedback. Students are a huge asset in course design and revision. I often take notes based on their feedback in order to improve my courses.
- Past Experiences and Failures. These teach and guide the way I design every course.
- Quick Chats. Whether with other teachers, designers, or friends, I often use conversations to gather new ideas, bounce thoughts of others, or just to see if I’m crazy.
- Underlying Beliefs about Education. Possibly not methodological, but these feed into how I design courses and where I place my priorities. Whether they are correct or not is yet to be determined.
- Backwards Design. This guides the majority of my design. Start with the objectives, build assessments to meet them, create activities that will teach what is required to do the assessments, etc.
Superpowers
- Being a Parent. Having small children shows me daily how the way you approach teaching can be so important. With one method they can’t be bothered, whereas another may keep them focused and interested. My children have made me a much better instructor and designer.
- Pragmatism. We can’t win every fight, students won’t graduate with the abilities of someone who has been in industry for 5 years, and sometimes we fail. Let’s accept it and move on.
- Design Agency Experience. We’re all serving clients, whether they are a local store or they are a student. Understand what the clients need, and then trick them into thinking that what you’ve done meets those needs. Or something like that.
- Web/Graphic Design. Without it I wouldn’t have a job, but it also means I’m not reliant on anyone for most of my design needs.
- Nit-picky. Those of you who have been in a group with me know what I’m talking about. I love tiny details and that helps me see where there may be gaps in my design, but also makes my designs very detailed.
- Puzzle Brain. As Moore (2016) said, “Instructional design projects are similar to puzzles” (p. 425) and man do I love puzzles. Sure, I haven’t made it past a 6-day streak on the NYTimes Crossword, but I’m working on it. A puzzle brain helps me to see how the different pieces in a design fit together, and where there may be gaps.
- Coffee. Ok, not a superpower… but it helps.
- Organization. Keeps all those ducks in a row and helps you find those ducks three years later.
Roles
- Mentor. There are always new instructors, designers, etc. that need help, and I need to remember that I may be perceived as a mentor whether I know it or not.
- Graphic/Web Designer. Sometimes it’s needed for the school, sometimes for ID work. Either way, it’s a role I can’t get rid of.
- Keeper of All Knowledge. I may not be an expert, but sometimes I’m seen as one. I need to remember this so I can make it clear that I’m both not an expert but also am one. I don’t know everything, but I can be a great asset to students who need help.
- Instructor. It’s my job description. I better do it.
- Therapist. People need to talk sometimes. I can’t help with everything, but I can at least care.
- Friend. While I often like to keep my head down and focus on my work, I need to be a friend as well.
- Informal D2L Support. Sometimes I wish I didn’t know D2L as well as I do.
References
Lachheb, A., & Boling, E. (2018). Design tools in practice: Instructional designers report which tools they use and why. Journal of Computing in Higher Education, 30(1), 34–54. https://doi.org/10.1007/s12528-017-9165-x
Moore, R. L. (2016). Developing Distance Education Content Using the TAPPA Process. TechTrends, 60(5), 425–432. https://doi.org/10.1007/s11528-016-0094-8
Thanks for this great David! I will be borrowing some of the items that resonate with me. My spouse is not a tool either, but she also gives great feedback and is much more resourceful than I am!
Thanks, John! I’m glad the post was somewhat helpful.
Brilliant breakdown, David! Thank you 🙂
I laughed at the “wife” comment as well. Being a parent is rarely credited as a source of wisdom and motivation, but I can relate as well. I’ve been trying to teach my 3.5-year-old son the alphabet for months with little success until I realized how boring it must be for him to read a book and memorize letters. It also has no practical use for him. One day I decided to try an idea, what If I were to draw the letters on pieces of paper and hide them all over our place, let him look for them. Every time he found a letter, I would ask him what letter he found. To my amazement, he learned more letters in 2 weeks of playing this game than he did in 4 months with the usual textbook method. Why didn’t I think of this before? It seems that I only become creative when I run into a problem and feel frustrated about it.
LOL! Glad you enjoyed that. That’s a fantastic way to work on learning the alphabet; I love it! I should try that with my 5-year-old. He had them all down, and then appears to have forgotten half of them since starting Kindergarten. It’s quite odd.
I like that you put both being a mentor and being a good listener.
I think that being a good mentor necessitates being a good listener to establish a mutual trust and respect.
Also, I’ve worked with graphics designers for websites and all the good ones have a great eye for detail and are nit-picky. Many will ensure that everything is pixel perfect!
If it weren’t for designers like yourself, programmers like me might get lazy and complacent and all our websites would look dreadful! Thanks for keeping us programmers on track and ensuring we stick to the plan!
Patrick, I believe your comments about keeping programmers in check is the nicest thing anyone has ever said to me. It brings back so many memories that I probably shouldn’t bring up. But those interactions with programmers had a huge impact on teaching me the importance of listening and building trust and respect. Only through listening will we learn that programmers aren’t magicians working black magic through a keyboard and that graphic designers aren’t all illiterate emotional wrecks who feed on approval and pretty pictures. Maybe.