When searching for the meaning of what it is to design instruction, I came across M. David Merrill and his associates at Utah State University. They wrote a statement titled, Reclaiming Instructional Design in 1996. They put forth a strong standpoint that instructional design is the technology that stems from the science of instruction (Merrill, Drake, Lacy, & Pratt, & ID₂ Research Group Utah State University, 1996). So while reading their statement, I started thinking about design as a technical act based on the scientific study of instruction.  How is designing instruction industrious and full of purpose?

My father is a retired chemical engineer. He spent over 35 years working in the petro-chemical industry. Towards the end of his career, he worked in a pilot plant as part of the research portion of the business. The chemists would work in their labs, coming up with new formulas. They did all the studies on what chemical compounds combine for producing a marketable product. However, the new chemical formula could not be pushed out into the marketplace without a way to make it on a larger scale. That is when my father and his associates would use technology and design to turn the chemist’s knowledge into a product for large-scale distribution and fulfill a needed purpose. They would design the layout of the machinery and calculate temperatures, pressures, and everything else that goes into producing industrial chemicals. It called for testing and evaluation. They may have had to go back and start over. Each time learning some new way to accomplish their goal. Once successful, their pilot plant would be emulated on an even larger scale to make chemicals that would then be marketed and sold to go into many products that we use every day.

I bring up my father’s industry experience because it helps me put a tangible example to what I do as an instructional designer. It is hard to see providing a route for people to learn as a product. The end result is not something that can be seen or touched. However, the design process is very similar. I start with a need. Someone needs to learn a particular skill or know something more about the world around him or her. That advancement of a person’s skill or knowledge is my product. That is what I aim to supply. But what is the best route to deliver this product on a mass scale? This calls for research and drawing upon the knowledge that has been gained by scientists studying how people learn. Once I have the analysis of needs and a theory for how to deliver a solution, then the design phase of instruction begins. Just as my father put together pipes and machinery, I put together instructional delivery tools, activities and ways to measure and encourage success. Testing is the next step. Often this phase is also called a “pilot” just like my father’s smaller-scaled chemical plant. I try out my instructional design and gather feedback from my subjects. I want to know how well it worked before distributing it out for others to use. Did my instructional design deliver the product? Did it help someone learn a new skill or piece of knowledge in the most efficient manner with long-lasting effects? If not, I may have to try again. If so, I have a product that can be delivered to the masses.

But what does it really take to design instruction professionally? It is also quite different from making a product that can be seen and touched. That is because it is very human. It is also not such an assembly line production. It definitely takes someone who can see the forest through all the trees. Like how the chemical my father made is just one ingredient in a product that we see on a grocery shelf. One little lesson, such as an online discussion prompt, does not always seem like it makes that much difference. It takes a positive attitude to realize every way a person can learn works together to build a new skill. Curiosity and perseverance are also a necessity to design instruction professionally. As technology advances, so does our knowledge of how people learn and how we are able to deliver learning. Our methods and tools are continually changing and an instructional designer must seek them out and always revise their ways of accomplishing their goals. A fine eye for details and organization are extremely helpful for instructional designers. Being able to set patterns and find the simplest way to explain and present a concept is a huge part of being a successful designer. It helps to have project management skills in order to calculate time needed, stay on task and see a job through to the end. Finally, because this is a very human industry it is important to be patient and compassionate. Often an instructional designer works with a team. There may be a subject matter expert or client. Active listening and seeking to understand others is often the key to combining talents for reaching the ultimate goal of producing quality instruction and helping others learn.

Reference

Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J., & ID₂ Research Group Utah State University (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7. Retrieved from http://m.firstprinciplesofinstruction.com/Papers/Reclaiming.pdf

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