I’m an instructional designer, which means I essentially, wait for it…design instruction. Even though that statement seems pretty ridiculous, I have said that more often than I can count (not literally, I can count pretty high). Instead of trying to say the same thing over and over again, I thought I would share with you all what it means to design instruction, the process behind designing instruction and maybe a few other tidbits of information here and there in relation to my work, here in Germany.
I won’t do this all in one post though, so don’t worry. This post will mostly serve as a basic introduction to what it is that instructional designers do.
If you noticed the picture for this blog, it will serve as an analogy for how the process of instructional design begins. No matter who the client is, they typically come to you and present their need, or their felt-need in order to get the project started. Typically though, their idea is either too fleshed out by someone not trained in instructional design or it is a view from 3,000 feet. The first meeting is important for both sides of the project, because the client needs to understand what will work, and the designer needs to understand what the goals of the instruction are to be.
Herein lies the analogy, when the project first starts it is hidden in the clouds of possibility. In order to understand the whole project, the designer must know that they are looking at a forest while the client must recognize that the designer can best guide people to that base of the trees. If either part of this is not understood then the designer might lead to the wrong destination and the whole project could be a waste of time.
Hopefully that sheds a bit of light into what it is that I do. Next post I will be using a specific example of how instruction can be crafted from non-curriculum based sources before going into detail on how the design of a TEFL (Teaching English as a Foreign Language) curriculum based on the Chronicles of Narnia movies has and is continuing to work.