Instructional Design Philosophy

My personal educational theory is borne out in my instructional design theory: Active student learning strongly correlates to better mastery and enhanced outcomes. As an experienced Career and Tech Ed instructor and leader, I have seen first-hand the benefits of experiential learning opportunities. I lean most strongly to the Constructivist viewpoint. Designed well, I believe this method provides a great deal of opportunity for context, engagement and interaction that is specific to the needs of the student and builds upon each individual's background knowledge. The interactive nature of both Cognitivism and Social Learning follow these principles as well.  As John Dewey stated, “Education is a social process; education is growth; education is not a preparation for life but is life itself” (Harmon & Toth, 2006, p. 37).

Design principles include providing a variety of resources including articles, videos, simulations and reflections. Resources should be user-friendly and reflect the instructional level of the learners. It is essential to link instruction to assessment. For example, a student learning to bake a yeast bread should not be given a multiple choice quiz. The proper assessment would be to have the student bake the bread, self-reflect on the process and outcome, and finally be assessed by the instructor. 

Students learn in different ways, thus it is essential to present lessons using various methods.  Activities should be geared to enhance learning through all avenues available, sensorially as well as intellectually and emotionally. Learning should have context so students can link existing knowledge to new concepts and experiences. There must plenty of opportunities for learners to practice in a safe environment (Song, 2013). 

Technology is a fundamental and unavoidable aspect of Instructional Design in the world of online learning. All learners must be provided the opportunity to be successful using the platform and resources. Just like any tool, technology must be used appropriately to provide value. This can be something as basic as ensuring a place for the learner to access the internet, and providing an opportunity for the learner to borrow or affordably purchase a device. 

In the online learning environment, discussion prompts provide a connection to both the curriculum and colleagues within the course. Requiring each student to research and respond to a question within the framework of the course content first, provides a level playing field for each individual. The discussion prompts should derive out of resources provided for the specific unit or topic and require students to interact with the resources before contributing a thoughtful original response. Learners should interact with each other, providing professional commentary and suggestions. Encouraging the continued interactions creates a stronger sense of community which in turn establishes a sense of trust and appreciation. Online learners can feel alienated and lonely without this essential opportunity for connection. 

Projects should be tied to the individual’s current and future needs as much as possible. They provide for the application of the new skills and knowledge in a manner that encourages continued enthusiasm and engagement. When what the learner gains today can be applied today to improve personal or professional growth, immediate impact is positive. I often have learners self-assess using the same rubric I will use. I also ask for feedback about the project framework and whether it matched the intended objective outcome and/or the student’s goals. Modeling the value of individual reflection has been beneficial and resulted in higher quality self-assessment from my students.

Other basic standards the Instructional Designer must address include: a user-friendly set of IT resources with written, video and direct messaging options, available around the clock; verification that all links provided in the course are to established non-biased sources and WORK (i.e., no broken links); the availability to connect directly with the instructor privately through email or DM, as well as publicly through a Discussion Board; specific office hours where students can receive immediate feedback to concerns; and the provision of various types of resources appropriate to the audience and level of experience.