Coming from a background in computer science, I have been working at the medical faculty of a Swiss university for the past six years. I was hired to produce learning videos for medical education from scripts designed by someone else. I had the technical skills to make them, but no experience in instructional design, and I did not think of myself as a designer at all.
As a lifelong learner, I rely heavily on video, mostly through YouTube, to learn what interests me. I believe the affordances of this medium make it an effective way to convey knowledge where text alone is not enough. When I create learning experiences, I value clarity, because the learner’s attention is a limited resource; accuracy, because in clinical skills education an error in a demonstration travels into practice; and a good fit between medium and content: video where it adds something, not video by default.
As I move further into the MALAT program, I am noticing how much my production choices shape what the learner notices and remembers. For six years I worked at the end of the process, turning other people’s designs into finished products, and I was already making design decisions without the vocabulary to name them. I see myself as a practitioner entering instructional design from the production side, curious about everything that happens before the camera starts rolling.
Transparency statement : AI assistance was used for grammar checking, phrasing, and final language polish.