Themes in Instructional Design in Business, P-12, and Higher Education
After reading Chapters 18, 21, and 22 of Trends and Issues in Instructional Design Technology, there are many obvious common themes that transcend each level of ID, as well as many that extend to the life of a classroom teacher.
One theme that seems to be evident is not really about the job requirements of an instructional designer, but that of their effectiveness within their work environment and the seamless ways in which their knowledge and expertise is incorporated successfully into the foundations of thriving companies and schools, for the most part, unnoticed. Jack Dempsey, an author from Chapter 22, very eloquently pointed out the fact that, when it comes to his fellow colleagues at higher institutions of education, “…much of their good work will go unnoticed. It’s expected” (p. 231). As with the descriptions from the other chapters, part of the job is creating ID integration that makes a big difference with little noise (except when, rightfully, as described in chapter 21, a systemic change is needed and incorporated). As a classroom teacher, as much as I say I want some recognition, my goal really is to make any integration of changes in my teaching methods and curriculum as sound as possible, hopefully creating a seamless transition of ideas and ways of teaching that always creates better and more numerous occasions for my students to be prepared for the types of learning and success that comes with an ever-changing, integrated world.
Another theme that seemed to constantly emerge from the chapters was the many various ways in which instructional designers are expected to be involved in their professional environment. It is amazing how varied the expectations are for the ID professional and the many facets of knowledge and expertise that is required in order to be successful. Professors in higher education environment are required to “…contribute across three broad areas” which include “teaching, research/consultancy, and service/administration” (p. 229), as are ID professionals in the P-12 settings, maybe just in a more relaxed manner. In the business sector, the ID professional is not only required to “[produce] a more knowledgeable workforce, but … [improve] employee on-the-job performance and [solve] organizational problems” (p. 175). As for teachers today, we are expected to become multi-talented in teaching our students, conducting research on various educational philosophies and methodologies to incorporate into our every day (as well as research and experience in continuing our own education), consult with various professionals within and without the educational community, and serve, many times on various committees, a service and/or in an administration role. Teachers can learn, from the various ID roles discussed in this chapter, how to effectively take on all of our expected roles in a way that creates more successes than hardships and frustrations.
Subscribe to:
Post Comments (Atom)
2 comments:
I agree that as an instructional designer it is imperative to work behind the scenes. There are sp many times that the job can be in the spotlight, but for the sake of a seamless transition and good operation of the business or school, the job needs to be done without acknowldegement. I have met technology directors in different districts working with my parents and many of them could not comprehend not being acknowledged for their work. That is really unfortunate.
I was quite amazed as well about all the different roles that an ID plays in a team. They have such a broad range of responsibilities and so much of their work goes unnoticed. I must admit that I really didn't know the purpose of an ID before I took this class, yet they play such a crucial role in making changes in the educational world and the corporate world. It's too bad that they get such little recognition.
Post a Comment