Technical Designer - Instructional System Designer - Graphic Designer - E-Learning Specialist


1. Could you introduce your favorite instructional design models, theories, and/or tactics and how to moderate/integrate them in real situation?

My philosophy of instructional design is that there will never be a “one size fits all approach”. Different models and theories work at different times. I think that it is more important to remember to include the process of Analysis, Design, Develop, Implement, and Evaluation (ADDIE) than to lock yourself into using one model. There are other models, and some of us have our own that we like to follow that are hybrids, so if you are not an instructional designer, listen for a model that is articulated as the candidate describes their approach to building instruction.

– Analysis

– Design

– Development

– Implement (Implementation)

– Evaluate (Evaluation)

2. Could you give some comments to be kept in mind when we design a web-based instruction with comparison to the traditional ISD?

Most of my suggestions for designing web-based instruction are no different from designing traditional instruction – make sure you take the time to do your analysis. As designers we must always keep in mind the student profile, the environmental constraints, and the intended goals, objectives, and learning outcomes. When considering web-based instruction I believe we should take the time after the analysis to make sure that a web-based instruction is appropriate and if so, what specific elements of web-based instruction should be included.

3. Do you interact with prospective learner or instructor in the process of ISD? If you do, could you introduce the way to interact with them and its advantage and disadvantage?

Part of the instruction design process always involves interactions with the instructor. As an ISD, I work collaboratively with SME’s on the design and assessment of their courses and curricula. Part of the reason that this is part of our process is that I feel it is always important to model the design and assessment process so SME’s/Instructors feel comfortable with the changes being made and are better able to potentially use the different pedagogical techniques in their other courses.

4. Could you give some recommendation/tip for effective and harmonious teamwork with SME, and other team members from your experience?

It is always important to establish a rapport with the SME and other members of the design team. This usually involves listening carefully to what they have to say and offering suggestions when appropriate. One thing that you never want to do is to force your ideas on anyone.

Here are some other tips for working effectively with SMEs, and getting the help you need. Remember, we are all SMEs for someone else: think of a time you have been one. How did it go? What did you learn? What does this look like from the SME’s point of view?

Ask the right questions: Ask a subject matter expert, “Does the learner need to know this?” and the answer will always be “Yes!” Often SMEs don’t understand that we are just trying to get a new performer up to speed, not create another SME. Instead, try: “Can you give me an example of when the learner would use this information?” and, “How often does that happen?” and, “What is the consequence if the learner doesn’t know this/perform this?” Don’t ask “What do you know?” but “What decisions do you have to make?” Turn the conversation to instruction:  suggests asking the SME, “What are three common mistakes?”, and then turning those into branching scenarios.

Do your homework: Spend some time researching and reading up on the topic before meeting with the SME. This will gain you respect, increase your credibility, and save the SME time in walking you through basic information. Be prepared with examples of your own: if you don’t want them to suggest a screen-by-screen narrated reading of the procedure, then show them another way to present it.

Remember, the SME already has a job. Don’t expect endless, frequent meetings. Plan for the conversation, and don’t call back three times needing something you forgot to get in the first place. Don’t waste the SME’s time.

Pay attention to the relationship: Begin with the end in mind. The SME has information that you need, so work to cultivate a collegial relationship — this will help you get the information you need. Be respectful. Appeal to their sense of expertise and mastery. And for goodness’ sake, say, “Thank you.”

5. Could you provide some advices for the novice designers who want to be a professional Instructional Designer?

Learn from the other more experienced designers that you work with. When learning different ID models and theories always take the time to think about how they are related and how they can be applied in different situations. If you just memorize and learn steps to the process you will never be able to “think outside of the box” and adapt to the different situations that you might encounter.

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Technical Designer - Instructional System Designer - Graphic Designer - E-Learning Specialist - LMS Hosting - Open Source Platform Design and Development