Overview

Whenever I’m asked about my master’s in education in Learning Design and Technology, I have many thoughts to share, but I sometimes struggle to articulate a clear, concise answer. Richey, Klein, & Tracey’s definition helps ground my response, reminding me that instructional design is adaptable, shaped by individual philosophy, and often tailored to fit the unique environment in which it’s applied.

Operational Definition of Instructional Design

Context 

As a corporate instructional designer, I view instructional design as a holistic, systematic process that considers the entire organization and its goals. It involves analyzing each element within the system to create products that do more than deliver information—they tell a story, inspire change, and drive continuous improvement. My goal is to develop learning solutions that not only address immediate learning needs but also contribute to long-term personal and professional growth.

My approach to instructional design is informed by several guiding principles:

Design Thinking: Empathizing with learners and stakeholders to create relevant, impactful solutions. Design thinking is particularly relevant in the fast-paced corporate world, where problems need to be addressed quickly while considering important details.

Zone of Proximal Development and Scaffolding: Ensuring learners have support at each stage of learning, gradually releasing responsibility as they gain confidence. I appreciate the concept of ZPD because it recognizes that everyone can benefit from support to reach the next level of understanding.

Systems Theory: Recognizing the interdependent elements within a corporate environment to ensure learning aligns with and enhances broader organizational goals.

SAM2 and Feedback Loops: Emphasizing rapid prototyping and iteration, allowing for continuous feedback and refinement to meet evolving needs.

Ultimately, instructional design in my context is about crafting transformative learning experiences that help individuals reach their full potential while simultaneously supporting organizational objectives. By integrating these frameworks, I aim to create learning products that are effective, engaging, and promote ongoing growth and improvement.

Contextual Application of Instructional Design 

This operational definition aligns well with my intended corporate context, focusing on creating training environments that address both organizational needs and individual learner development.

Core Knowledge Required for Instructional Design 

To design effective learning interventions, instructional designers need foundational knowledge in several key areas, including learning theories, instructional models (like ADDIE), and technology tools. In our field, terms like theory, model, process, strategy, and principles are sometimes used interchangeably, especially when combined with words like instructional, learning, and design. This can be confusing, particularly for those new to instructional design. However, these areas of knowledge are essential for informing and enhancing our designs.

I envision the instructional design process as a series of layers, each adding depth and purpose to the final product:

1. Instructional Model: I start with an instructional model, like ADDIE or SAM, to guide the design process.

2. Pedagogical Theory: Next, I consider the learning theory best suited to the design’s goals, choosing from Behaviorism, Cognitivism, or Constructivism based on the content and learner needs.

3. Instructional Method: Once the model and theory are established, I determine how instruction will be structured and delivered, using methods such as lecture, discussion, or problem-based learning.

4. Instructional Strategies: I then look at strategies to engage and support learners, like scaffolding, formative assessments, or peer teaching.

5. Learning Strategies: These are specific techniques that enhance learning, such as collaborative learning, mnemonics, or concept mapping.

6. Design Theory: To ensure the learning environment is engaging, I apply design theories like the ARCS Model for motivation or Mayer’s Multimedia Principles for multimedia learning.

7. Usability and Accessibility: Finally, I assess usability and accessibility, incorporating principles like Nielsen’s 10 Usability Heuristics and Universal Design for Learning (UDL) to create an intuitive, inclusive design.

You can add a layer focused on Evaluation to emphasize how formative and summative assessments verify the effectiveness of your designs:

8. Evaluation (Formative and Summative): Throughout the design process, I incorporate formative and summative evaluations to gauge learning progress and measure the impact of each intervention.

Formative Evaluation: As part of the design’s iterative process, I use formative assessments to collect ongoing feedback from learners and stakeholders. This allows me to make adjustments to the content, instructional strategies, and learning environment in real time, ensuring that the design aligns with learners' needs and improves their experience progressively.

Summative Evaluation: After the intervention is fully implemented, I conduct summative evaluations to assess overall knowledge retention, skill acquisition, and the broader impact on performance. This step helps me determine the effectiveness of the intervention and identify areas for improvement in future designs, supporting continuous learning and organizational growth.

Integrating evaluation into the design process ensures that the interventions I create are not only engaging and informative but also impactful and aligned with organizational goals, enhancing both individual learner outcomes and the effectiveness of future learning solutions.

This layered approach helps me create designs that are comprehensive, targeted, and human-centered. By thoughtfully combining these foundational concepts, instructional designers can craft learning experiences that are well-rounded, engaging, and tailored to the unique needs of their audience.

One more element crucial for creating quality interventions is visual appeal. If an intervention isn’t aesthetically pleasing, it may lose part of its audience before the learning even begins. It’s important to develop interventions that are easy to understand, visually attractive, and minimalistic in design.

Lastly, technology enhances all other aspects of instructional design. Technology allows content to be presented in various media and formats and supports design tools, authoring tools, video editing, graphic design, and presentation software.

All these elements—from learning theories to design principles and the application of technology—contribute to making us valuable and well-rounded instructional designers.

• Over the past two years, I’ve come to see scholarship as a lifelong pursuit, and I’m committed to continual growth and improvement, regardless of age or achievements.

• A second goal is to bring positive change to my workplace by applying instructional design methodologies to enhance learning and performance.

• Third, I aspire to establish my own instructional design firm, creating impactful learning solutions on a larger scale. 

• Lastly, I aim to encourage others to step outside their comfort zones by 'being motivated and motivating others,' inspired by John Keller’s words: 'Be motivated and motivate.”