Instructional Design Project Reflection

While taking the Design and Development of Instruction course at Arizona State University, I had the opportunity to work with a team to develop a learning module. Our goal was to empower faculty members at a fictional university to use video development software to enhance their presence in their online courses.  As my team and I worked together, we learned more about the design process and everything that goes into a well-designed learning module from receiving the project overview and conducting a content/task analysis to creating an instructional materials mock-up on a sample LMS. As I look back on the experience, it proved challenging yet intriguing.

I was recently asked to reflect on this experience. Explaining what aspects of the process that resonated with me and parts that left me cold. Whatever cold is supposed to mean…While thinking about this question, a part of me was stumped. Mainly because I was confused about what the professor meant by using the phrase “cold”. As I thought more deeply about the question, I came to understand that it implied aspects of the process that didn't necessarily align with my personal preferences or that presented specific difficulties for me as an individual.

As someone who possesses a diverse background in teaching, programming, and design, I discovered that numerous components of the instructional design process felt inherently familiar and resonated with my skill set. As a programmer, my daily work revolves around dissecting complex problems and conducting in-depth analyses to devise efficient solutions. Consequently, the content and task analysis phase of our instructional design process resonated deeply with me. This phase required us to break down the instructional objectives and tasks into manageable components, much like how I approach software development challenges. It was a structured and analytical exercise, and I felt perfectly at home unraveling the intricacies of our project.

Similarly, my experience as an educator facilitated my engagement with the documentation phase of instructional design. Crafting meticulous lesson plans, establishing clear learning outcomes, and tailoring instruction to meet diverse learner needs have long been integral aspects of my teaching approach. The design document we created for this course project felt like a more expansive and comprehensive lesson plan. It provided a detailed blueprint for the development of an entire learning module, incorporating considerations for materials to be generated, the establishment of learning objectives, and methods for assessing learner achievement. Whereas my traditional lesson plans typically spanned one to two pages for 45-minute lessons, this design document encompassed a broader scope and complexity.

However, as with any endeavor, there were facets of the instructional design process that proved challenging and did not align with my personal inclinations. A notable example is the creation of instructional videos. It is important to clarify that my discomfort did not arise from creating educational videos, but it stemmed from the process of recording videos for self-introduction or promotional purposes. I found myself less enthusiastic about this aspect, primarily because I tend to focus on the core instructional content rather than personal introductions.

When evaluating the alignment of our instructional materials with the needs of our target learners, I believe our team achieved this. We meticulously structured the module in a step-by-step fashion, ensuring that even individuals with limited technical backgrounds could follow along and create basic videos, even though our target audience for the beta phase of the module would be comprised of faculty with stronger skills in tech.  Looking back, we could have incorporated more technical terminology and introduced advanced features to better cater to their needs. However, considering that our primary audience after the beta phase would likely consist of individuals seeking assistance with technology, the simplicity of our approach remained justified.

While comparing our instruction mock-up module to our design document, the my team and I did not fully meet all the goals that were outlined. While we succeeded in covering essential aspects of video creation, such as the fundamentals of software usage, we fell short in addressing more advanced topics like adjusting brightness, utilizing dynamic zoom, or manipulating color. These additional features, which would have been nice for our target audience to learn about, were not included due to time constraints.

Looking back, if there is one thing I wish I had done better during this instructional design process, it would be to plan out my instructional videos more thoroughly before recording them. The rushed pace at which I created these videos resulted in occasional pauses in my speech because I had to think about what needed to be covered next while recording. If I were to go back and do it again I would take a more structured and premeditated approach to allow for a smoother and more engaging video.

Working through this course has been both enlightening and challenging. As someone with a diverse background encompassing teaching, programming, and design, I found aspects of the instructional design process that resonated with my existing skills and experiences. These resonances validated the interdisciplinary nature of instructional design and underscored how different professional backgrounds can contribute to the overall process.

Moreover, the challenges I encountered, particularly in the realm of video creation, served as a valuable learning experience. They reminded me that instructional design demands versatility and adaptability. It's about recognizing that effective instruction is not confined to someone's comfort zone but requires the willingness to explore new techniques and approaches.

This course has deepened my appreciation for the intricacies of instructional design and the importance of extensive and meticulous planning in creating effective learning experiences. The challenges I faced and the areas where I resonated most profoundly have contributed to a holistic understanding of the instructional design process. As I move forward in my educational and professional endeavors, these insights will continue to inform my approach to instructional design and my commitment to enhancing the quality of educational experiences for learners.