Design

In Rapid Instructional Design: Learning ID Fast and Right, George Piskurich states that some people see instructional design as a "science" and others see it as "art", but truly how you view instructional design is up to you.  Everyone's definition of instructional design will change depending on their personal experiences with it, and how those experiences have impacted them.  

As a current student in the MA instructional design and technology program, with a history of STEM, I see instructional design as a continuous experiment. Comparing it to the scientific method, it may look like this: 

To remain a part of a fast-paced, always evolving field, instructional designers may develop specific skills or competencies that may give them an advantage in the work environment.  This may look like: 

• Project management

• Technology assistance

• Facilitatation or presentation skills

• AI literacy skills

In ETEC 5440, our group decided to design a course using the ADDIE process through Canvas. We decided on the ADDIE process since it was out first semester in the program, and ADDIE allowed us to break down the process in bigger chunks and keep things more broad as we developed so we had room to revise and restructure. 

Below are multiple artifacts detailing the ADDIE process produced by our group project in 'Instructional Design I'

In ETEC 6440, our group worked with an outside client on Title IX training focusing on Bystander Intervention in discriminatory or harassment situations. The product of that collaboration can be found as a link HERE . Dick and Carey was used in this process so there could be constant communication between the group and our client to make sure all the details were portrayed correctly and accurately. 

Along with the course, multiple artifacts detailing the Dick and Carey process produced by our group can be found below: 

When I first began this program, I had limited knowledge of instructional design and the different frameworks that guide the field. Each week introduced a new set of learning objectives that helped build that foundation, and over time, I developed a clearer understanding of what instructional design is and the role instructional designers play in creating meaningful learning experiences. Working through the ADDIE process step by step allowed me to slow down and focus on each phase in depth, while also considering how it applies in real-world contexts. Since I value constructivism as a learning theory, I especially appreciated the opportunity to engage with the process through hands-on activities and collaboration, which helped reinforce my understanding and allowed me to build knowledge through experience.

As I moved into my second semester, I had the opportunity to explore a different instructional design model and apply it within a real client-based project. Using the Dick and Carey model introduced a more detailed and structured approach compared to ADDIE, which was particularly helpful given the complexity of our topic in Title IX. Working through each step allowed our group to stay organized and intentional, while also creating opportunities for ongoing reflection and feedback from both our team and our client. The structure of the model made it easier to incorporate specific resources at the appropriate stages, rather than feeling overwhelmed by a large amount of information at once. Through this experience, I gained a deeper appreciation for how different models can support different types of projects, and I feel more confident in my ability to determine which approach best fits the needs of a given situation moving forward.