Theme 1: Instructional Design
Instructional Design is a theme that emerged as I reflected on my selected course materials. This
section of my portfolio showcases course materials highlighting different
components of a common instructional design model known as ADDIE (Assessment,
Design, Development, Implementation, and Evaluation).
Instructional design “is based on what we know about learning theories, information technology, systematic analysis, educational research, and management methods” (Morrison, Ross, and Kemp, 2007, p. 6). It includes a wide variety of elements that range from ensuring the achievement of training goals and objectives, to meeting organizational needs, to recognizing the role of adult learners, to responding to environmental constraints. However, the ultimate “goal of instructional design is to make learning more efficient and effective and to make learning less difficult” (Morrison et al., p. 2).
Today's organizations depend on knowledge-based work, placing an increased importance on instructional design and training. In 2011, ASTD (2011) reported that organizations’ direct expenditure per employee on learning resources averaged $1,228, and that employees participated in approximately 32 hours of training per year. Clearly, organizations understand that their performance and success relates to employee training and development. As a training and development professional, it is important to be able to effectively use instructional design principles and procedures to maximize organizational growth and success.
Theme 1: Instructional Design course materials with narrative statements can be accessed from the 'Coursework' section of the navigation panel or the links below.
Coursework with Reflective Statements:
Interview with an Instructional Designer broadened my awareness of many facets of the instructional design profession, as well as the gaps that sometimes exist between learning theory and practice. At the time of this interview my eyes and ears were wide open, as I was a novice to instructional design and training and development.
Lesson and Evaluation Plans and Hands-on Evaluation of Learning (group project) provided me with opportunities to improve upon aspects of an existing training program that I was very involved with at my workplace. I was able to apply theories, methods, and techniques from instructional design, adult education, and training and development, such as the importance of sequencing instruction; writing learning objectives; and, developing instructional and evaluation materials.
Instructional Design of a Training Program (group project) was an exciting and challenging project in that I had the opportunity to work through the entire instructional design process - from assessment to evaluation - with an actual client. I gained experience working with subject matter experts, analyzing and identifying training needs and tasks to improve performance, and designing training materials that focused on transfer of learning to the workplace.
Technology Training Evaluation provided me with an opportunity to learn about integrating social networking technologies, like Twitter and Facebook, into learning and training environments, and demonstrate my skill as an evaluator of training programs.
Instructional design “is based on what we know about learning theories, information technology, systematic analysis, educational research, and management methods” (Morrison, Ross, and Kemp, 2007, p. 6). It includes a wide variety of elements that range from ensuring the achievement of training goals and objectives, to meeting organizational needs, to recognizing the role of adult learners, to responding to environmental constraints. However, the ultimate “goal of instructional design is to make learning more efficient and effective and to make learning less difficult” (Morrison et al., p. 2).
Today's organizations depend on knowledge-based work, placing an increased importance on instructional design and training. In 2011, ASTD (2011) reported that organizations’ direct expenditure per employee on learning resources averaged $1,228, and that employees participated in approximately 32 hours of training per year. Clearly, organizations understand that their performance and success relates to employee training and development. As a training and development professional, it is important to be able to effectively use instructional design principles and procedures to maximize organizational growth and success.
Theme 1: Instructional Design course materials with narrative statements can be accessed from the 'Coursework' section of the navigation panel or the links below.
Coursework with Reflective Statements:
Interview with an Instructional Designer broadened my awareness of many facets of the instructional design profession, as well as the gaps that sometimes exist between learning theory and practice. At the time of this interview my eyes and ears were wide open, as I was a novice to instructional design and training and development.
Lesson and Evaluation Plans and Hands-on Evaluation of Learning (group project) provided me with opportunities to improve upon aspects of an existing training program that I was very involved with at my workplace. I was able to apply theories, methods, and techniques from instructional design, adult education, and training and development, such as the importance of sequencing instruction; writing learning objectives; and, developing instructional and evaluation materials.
Instructional Design of a Training Program (group project) was an exciting and challenging project in that I had the opportunity to work through the entire instructional design process - from assessment to evaluation - with an actual client. I gained experience working with subject matter experts, analyzing and identifying training needs and tasks to improve performance, and designing training materials that focused on transfer of learning to the workplace.
Technology Training Evaluation provided me with an opportunity to learn about integrating social networking technologies, like Twitter and Facebook, into learning and training environments, and demonstrate my skill as an evaluator of training programs.
