Teaching and Instructional Design

Transitioning from one field to another can bring one some fear because of the unknown, and the unknown is a scary thing. As I continue my journey through instructional design, there is a lot that I am learning that is similar to teaching. In chapter one of the book Rapid Instructional Design: Learning ID Fast and Right there were connections and thoughts I had after reading...

Impression #1: 

    The process instructional designers go through to create their content is very similar to how teachers design their instruction for their subject area. Instructional designers must first determine what the goal is for their learners, similarly, educators must pick which standard/learning objective they are going to focus on, then after selecting that both instructional designers and educators design their instruction based off of the goal. Figure 1 illustrates Piskurich (2015) Instructional Systems Design Spiderweb Model, which illustrates that there is no right order for creating content in instructional design. The model can be applied to education as well because, just like instructional designers, educators must analyze, design, develop, implement and evaluate, however, there is no right nor wrong order. 


Figure 1: Instructional Systems Design Spiderweb Model

Impression #2: 

    Chapter 1 of  Rapid Instructional Design: Learning ID Fast and Right, leaves one thinking back on trainings they have sat through the years and deciphering how many of those trainings were truly effective. When I think back on the trainings I have sat through, I find that not many of them were effective, a lot of the time after training I sit wondering "how does this relate to me"? I know there has to be more effective pieces of training that are available to teachers, however, I am sure that it is not cheap to get those trainings which, is unfortunate because having efficient trainings can lead to such positive results. Someone wanting to transition from an educator to an instructional designer, but wanting their focus to be on creating content for schools, is one step ahead compared to those who have not been in education because you know what educators want and need. 


It would be unfair of me to give the impression that transitioning to instructional design for an educator is easy because in no way is it. While there might be some similarities between the two which can be beneficial, there are also going to be learning curves. Chapter 2 of Rapid Instructional Design: Learning ID Fast and Right led me to conclude that there might be some learning curves that one might encounter such as assessments and finances.


Assessments:  

    While assessments are something that is equally important in education, the difference is that after giving an assessment in education there are many resources available to teachers to use to navigate through instruction. In instructional design on the other hand, after administering an assessment the resources available are sparse or not available. Teachers can use the resources available to them and readjust them to best fit the needs of their learns, however, for instructional design, that doesn't seem to be the case as often. 

    Finances:  

  As an educator myself, when I am creating my lessons, considering finances isn't something I have to consider in the early parts of the design process. If I were to come across needing funds then there are possible solutions such as writing a grant, asking for donations, or slightly adjusting my lesson. On the other hand, for instructional designers, finances must be taken into consideration very early on, because if the funds are not there then the whole training could be scratched.  

    

    Resources: George M. Piskurich. (2015). Rapid Instructional Design: Learning ID Fast and Right: Vol. Third edition. Wiley.

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