When I first ventured into Learning Design and Technology, I described instructional design as a process where learners build their skills using tools and technologies beyond oral tradition. I imagined the earliest instructional designers drawing petroglyphs on stone walls, teaching others about survival through the visual depiction of predators and evasive tactics. My original definition reflected an appreciation for how instructional approaches have evolved over time, but it lacked specificity regarding the practices and expertise of modern instructional designers.
Throughout EDCI 672, my understanding of instructional design (ID) expertise has grown tremendously. I’ve had the opportunity to engage with case studies, readings, and discussions that have shaped my perspective, turning my broad, historical view into a more nuanced understanding of the complexities and demands of instructional design today.
Expanding the Definition
My original definition grew as I began incorporating insights from researchers like Leigh and Tracey (2010), who describe instructional design as a purposeful activity involving multiple strategies, resources, and collaboration to facilitate learning. This purposeful activity goes beyond just using tools; it’s about integrating strategies to create impactful learning experiences. Maclean & Scott (2011) added that instructional design involves applying learning theories to create materials, including online experiences, and Lin (2007) emphasized key competencies like communication, policy, and professional integrity. These additional insights highlighted the multifaceted skillset required by instructional designers.
Ethics also emerged as a crucial component of instructional design expertise. The International Society for Performance Improvement (ISPI) Code of Ethics lays out the core values of adding value, validated practices, collaboration, continuous improvement, and confidentiality. These principles have become foundational in my evolving definition of ID expertise—they help ensure that our work as instructional designers is not only effective but also ethical.
Key Characteristics of Expertise
A significant takeaway from EDCI 672 is that instructional design expertise goes beyond technical proficiency. It involves applying “rules of thumb” flexibly, using instructional models like ADDIE or Dick and Carey, and tailoring learning experiences to meet specific needs. Instructional designers are problem solvers who thrive in ill-defined situations—using intuition, experience, and reflection to address challenges effectively.
Experts stand out because they can synthesize information to see the bigger picture (Ertmer & Stepich, 2005). For example, in my analysis of the Lindley case, I initially found myself listing numerous issues without prioritizing them effectively. I aimed to tackle all the problems at once, which led to a lack of focus. Experts, in contrast, identify and articulate the most critical issues, concentrating on key aspects that lead to meaningful solutions. Reflecting on this, I realized that an expert’s ability to synthesize rather than summarize information is essential for identifying the core of a problem.
Another distinguishing feature of expertise is the ability to focus on principles rather than features (Ertmer & Stepich, 2005). This became evident in my analysis of the Beckett and McSweeny case, where I applied learning theories like cognitivism and constructivism to guide my proposed solutions. By suggesting that we develop a simulation incorporating scaffolded support and instructional prompts, I demonstrated a shift from simply addressing surface-level features to applying foundational principles that facilitate effective learning.
Reflective Practice and Relationships Among Issues
Reflective thinking is another critical aspect of expertise. Experts engage in reflective thinking to provide targeted information that is useful for solving specific problems. In contrast, novices often respond reflexively, offering a broad range of information without focus. In my analysis of the Dixon case, I initially proposed creating separate modules for different skill levels. However, after reflecting on feedback, I recognized that treating the audience as a unified entity and incorporating the needs of different groups more holistically would have been a more expert approach. This reflection highlighted the importance of purposeful thinking and how it distinguishes experts from novices.
Moreover, experts understand the relationships among issues in instructional design problems. They see connections in terms of cause and effect, hierarchy, and priority (Ertmer & Stepich, 2005). In the Lindley case, I struggled to link sensitive content issues to my proposed solutions, which limited the effectiveness of my approach. However, in the Beckett and McSweeny case, I successfully connected Adam’s leadership shortcomings to the project’s overall challenges, recognizing that a lack of effective leadership was causing a breakdown in achieving project timelines.
Flexibility in Problem Solving
Flexibility is a hallmark of expert instructional designers. Experts are adaptable, considering a range of solutions and adjusting as needed based on changing circumstances or new information. Initially, some of my solutions were too rigid—focused on narrowly defined approaches without considering adaptability. Through discussions and peer feedback, I learned to approach problems with a more flexible mindset, recognizing that instructional challenges often require solutions that evolve as new information emerges.
Conclusion: The Empowerment of Expertise
Reflecting on my journey through EDCI 672, I now define instructional design expertise as the advanced ability to design, develop, and implement effective, ethical, and learner-centered solutions. It involves recognizing and addressing complex problems intuitively, analyzing relationships among issues, and crafting adaptable solutions for diverse learning contexts. Instructional design expertise is about integrating theory, leveraging reflective practice, and maintaining ethical standards to transform learning experiences in meaningful ways.
The empowering aspect of instructional design expertise lies in its potential to impact learners significantly. It equips designers with the skills to navigate complexities, solve ill-defined problems, and create learning experiences that are engaging, effective, and ethically grounded. Moving forward, I aim to continue honing these skills, embracing the challenges of instructional design with the confidence that I can make a meaningful difference in the learning journeys of others.
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