Since the emergence of the science of learning and instructional design, there have been numerous attempts to accurately define its essence. In this pursuit, the University of Michigan presented four comprehensive ways to understand it, which encompasses the notions of process, discipline, science, and reality. They described the instructional design as a systematic approach to creating learning experiences that yield desired outcomes, as a field of study incorporating theory, research, and practice, as a body of knowledge rooted in the principles of learning and instruction, and as an iterative process that can start at any point depending on whether the "science" element has been included. (Berger & Kaw, 1996, as cited in Wagner, 2018)
To further enhance their definition, I suggest adding one more dimension to Berger and Kaw’s definition, which is, as a tool, instructional design bridges the gaps between learners and their learning outcomes and makes way for effective learning experiences.
Critical phrases
The key phrases in my definition of learning design are "gaps", "learning outcomes," and “learning experience.” The gaps are obstacles that can pose challenges between learners and their targeted learning outcomes. These challenges can include language barriers, cultural differences, varying levels of prior knowledge, different learning styles, physical or cognitive disabilities, and personal factors. (Gronseth et al., 2021) A learning outcome is a statement of what a learner should be able to do after completing a learning experience. It is a specific, measurable, and achievable statement that describes the knowledge, skills, and/or attitudes that learners will have gained as a result of their learning. Learning experiences are the activities that learners engage in to acquire new knowledge, skills, and attitudes. They can be formal or informal, and they can take place in a variety of settings.
So how can instructional design help to bridge the gaps?
For me, instructional design was born to mitigate these difficulties by providing theories and strategies for teaching and learning in various ways. Here are some of the specific ways instructional design can help to open doors to effective learning experiences:
By identifying the learning needs of the target audience: Instructional designers can utilize needs assessments to determine the specific knowledge, skills, and attitudes that learners need to acquire. This information can then be used to create instruction tailored to the learners' specific needs. For instance, when designing an English as a Second Language (ESL) syllabus for primary school students, if the curriculum designer knows that the students' requirement is to master the Cambridge Movers test, he/she will integrate more Cambridge Movers test-preparation practice into the syllabus compared to other ESL activities.
By specifying the desired learning outcomes: Instructional designers can establish specific learning outcomes that learners should achieve through goal setting. This information can guide the creation of instruction focused on attaining those outcomes. For example, when designing a course with the learning outcome of developing higher-order thinking skills (Bloom's taxonomy), an instructional designer will intentionally plan activities that involve analyzing, evaluating, and creating rather than simply remembering, understanding, and applying.
By creating engaging and motivating learning materials: Instructional designers can employ various techniques to craft learning materials that are engaging and motivating. For instance, to enhance student engagement, instructional designers can consider using the ICAP Framework (Chi & Wylie, 2014) to transition passive students into active and then constructive and interactive learners. They can also apply Turner and Paris' Six C's of Motivation (1995), which involves providing students with choice, challenge, control, collaboration, opportunities for constructing meaning and understanding the consequences of their learning.
By making instruction accessible to all learners: Instructional designers can utilize a range of techniques to ensure that instruction is accessible to all learners. This includes using clear and concise language, providing alternative formats for instruction, and offering accommodations for learners with disabilities.
The aforementioned ways cannot be accomplished without the assistance of technology.
Technology empowers learning designers to create engaging learning content using tools like documents, graphics, audio, video, websites, storyboards, and more. For example, synchronized transcripts can be used to make it easier for learners who have difficulty in hearing video lectures. (Gronseth et al., 2021)
It also makes learning accessible to learners by offering platforms for conducting diverse learning activities such as instructor-led training, e-modules, projects, games, and more.
Technology facilitates the collection and analysis of learning data, supports the assessment and management of learning experiences, and serves as a solution for addressing any issues that may arise during training, including personalization or individualization needs.
The readings in this module connect to my definition of learning design in a number of ways. For example, the reading by Wagner (2018) provides a comprehensive overview of the field of instructional design in terms of different paradigms. The reading by Gronseth et al. (2021) discusses the importance of designing for diverse learners and provides specific examples of how to cater to their needs.
In conclusion, my definition of instructional design is that it is a tool that bridges the gaps between learners and their learning outcomes, enabling effective learning experiences. By identifying learners' needs, specifying desired outcomes, creating engaging materials, and ensuring accessibility, instructional designers enhance the learning process. Moreover, technology serves as a powerful tool, providing the means to identify needs, create rich content, and facilitate data collection and analysis. By embracing instructional design and leveraging technology, educators can overcome barriers and create inclusive and impactful learning environments that empower learners to achieve their full potential.
References
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
Gronseth, S. L., Michela, E., & Ugwu, L. O. (2021). Designing for Diverse Learners. In J. K. McDonald & R. E. West (Eds.), Design for Learning: Principles, Processes, and Praxis. EdTech Books. https://edtechbooks.org/id/designing_for_diverse_learners
Turner, J., & Paris, S. G. (1995). How literacy tasks influence children's motivation for literacy. The Reading Teacher, 48(8), 662-673.
Wagner, E. D. (2018). What Is This Thing Called Instructional Design? In R. E. West (Ed.), Foundations of Learning and Instructional Design Technology. EdTech Books. https://edtechbooks.org/lidtfoundations/what_is_instructional_design
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