Shades of Instructional design

S H A D E S O F
I N S T R U C T I O N A L
D E S I G N
C A M M Y B E A N , V P O F L E A R N I N G D E S I G N A T K I N E O
P R E S E N T E D J A N U A R Y 2 0 T H , 2 0 1 6 F O R T H E E L E A R N I N G G U I L D
O N L I N E F O R U M

P I C K A S H A D E , A N Y
S H A D E . W H A T ’ S I N
Y O U R J O B
D E S C R I P T I O N ?
• Do training needs analysis
• Define instructional objectives
• Create course outlines
• Write facilitator and participant
guides for classroom workshops
• Write storyboards and course
content for eLearning courses
• Design graphics
• Build courses using authoring
tools
• Test courses
• Project manage
• Work with stakeholders to
understand business
requirements
• Lead classroom workshops or
webinars
• Other stuff, not listed here

T U R N S O U T , W E ’ R E I N A S H A D Y
B U S I N E S S .

A N D C O M P A N I E S W A N T I T A L L .

H E L P W A N T E D : “ I N S T R U C T I O N A L
D E S I G N E R / T R A I N I N G C O O R D I N A T O R ” -
S O F T W A R E
Conduct needs assessments to determine what types of training should be provided to employees and contractors.
This includes identifying gaps …
• Course selection – Identify internal and external training programs to address competency gaps.
• Instructional design and development – Design and develop training programs that will be used in the organization.
This involves deciding what needs to be taught, finding or creating materials, working with subject matter experts and selecting
an appropriate training method.
Handle testing, implementation of training programs, creating or selecting assessment tools, and evaluating instructional
effectiveness.
• Scheduling – Setup and maintain a calendar that details what type of training opportunities are being offered including what
participants can expect to learn, what prerequisites are necessary, and where classes will be held.
• Course material – Prepare training aids such as manuals and handbooks and make them available for classes. In some
cases, this may include capturing and producing content for online delivery.
• Marketing – Promote available training opportunities to employees.
• Assessment – Assess and report on training effectiveness including determining the impact of training on employee skills as
well as how it affects key performance indicators and the bottom line itself.
• Budget management – Reconcile charges and make sure that training expenditures do not
exceed the budgeted amount.
• Reporting – Maintain employee training records and generate reports for management.

D E S I G N S P E C I A L I S T ” - H I G H E R E D
The position is primarily responsible to function as a project manager for course development,
provide support for faculty to assist with online, hybrid, and face-to-face course creation using
[our] learning management system, to work with appropriate Online Learning Specialists […] to
ensure appropriately prepared courses and make recommendations for revisions, assist
with the final approval of new courses, assist faculty in revising existing courses to meet standards,
establish and implement best practices for design in all course modalities, and provide
training opportunities for faculty on the principles of online and blended learning.

D E S I G N E R ” - I N S U R A N C E C O M P A N Y
Program Development
• Researches new program concepts and contributes to the development of business cases.
• Designs and develops new courses, including needs assessment; curriculum (working with subject matter experts); instructional strategies;
assessments and evaluation tools.
• Revises existing courses.
• Ensures that courses are of high quality by applying best practices in instructional design.
• Develops courses for in-class and online delivery, working with Learning Technologies staff.
Custom Course Development
• Responding to identified needs of customers or other stakeholders, develops custom courses for corporate environments.
Courseware and Materials
• Works with editors and other staff, to develop courseware, textbooks, student resource guides and other materials, to support course design.
• Works with the academic programs team to develop and implement content management strategies.
Program Management
• Works with Learning Technologies to build online courses.
• Provides input to Operations staff to establish administration processes to deliver courses.
Instructor Support
• Develops resources and tools to support instructors delivering in-class and online courses.
• Assists with development and delivery of professional development programs for instructors.
Working with Volunteers, Subject Matter Experts (SMEs) and Contractors
• Identifies, recruits and supports SME’s to work on course/program development projects.
• Works with volunteer committees who advise on IIC academic programs.
• Manages relationships with external consultants and vendors.
Project Management
• Leads and/or participates in projects using a team approach.
Carries out other duties as assigned.

D E S I G N E R ” - F O O D S E R V I C E S
• Gathers training content from subject matter experts.
• Creates and edits narration scripts necessary in building training modules.
• Creates detailed storyboards that describe instructional content and convert them into
interactive, engaging on-line training modules using the Captivate authoring tool.
• Creates detailed training aids that describe instructional content and convert them
into interactive, engaging materials using Word, PowerPoint, Publisher, and/or Web
authoring tools.
• Performs other duties as assigned or requested.

D E S I G N E R F O R E L E A R N I N G ” - S O F T W A R E
C O M P A N Y
• adapting and reworking traditional classroom PowerPoint lectures for self-learning
using Articulate Storyline
• authoring new course material for an LMS in collaboration with an SME
• establishing standards and best practices for self-learning content creation
• training, mentoring, and supporting other team members use of Storyline
• training and mentoring other team members in instructional design for self-learning

W H A T ’ S
Y O U R J O B
T I T L E ?
• Instructional designer
• Instructional Systems Designer
• Learning Designer
• Instructional Developer
• Systems Developer
• Systems Analyst
• Trainer/training Specialist
• Interactive Designer
• Graphic Designer
• Content Writer
• eLearning Developer
• Educational Technologist
O R S O M E T H I N G
E L S E
C O M P L E T E L Y ?

eLearningPie
Learning & Pedagogy

T H E T R U T H I S , M O S T O F U S A R E
H E R E Q U I T E A C C I D E N T A L L Y .

P O L L : W H A T ’ S Y O U R S W E E T
S P O T ?
• Learning
• Creativity
• Technology
• Business

P O L L : W H E R E ’ S Y O U R
G A P ?
• Learning
• Creativity
• Technology
• Business

S O L E T ’ S S H I F T G E A R S A N D
S H A R P E N O U R I D P E N C I L S …

L E T ’ S L O O K A T W A Y S T O C R E A T E
L E S S O F T H I S …

W H E N W E D E S I G N L E A R N I N G E X P E R I E N C E S ,
W H A T A R E W E T R Y I N G T O D O ? I N S I M P L E
T E R M S …
Inform
or
raise
awareness
Build
knowledge
or skills
Solve
complex
problems;
change
attitude or
behaviors

Information and Communication
Models?

W H E N D O W E U S E T H E M ?
. . . T O S H A R E W E H A V E
A N E W P O L I C Y . . . . T O S H A R E W H A T
O U R D I V I S I O N D O E S .
. . . T O P R O V I D E A N
O V E R V I E W O F O U R
P R O D U C T S . . .
. . . A N I N T R O T O O U R
N E W 4 0 1 K P R O G R A M .

Julie Dirksen *
Is it reasonable to think
someone can be
proficient at this task
without practice?
http://usablelearning.com

G I V E P E O P L E T H E C H A N C E T O E X P L O R E
F R E E L Y ; T H I N K S H O R T B I T S A N D O P E N
N A V I G A T I O N .

Building
knowledge
and skills?

. . . H O W T O U S E
S A L E S F O R C E F O R
D A T A M I N I N G . . . . H O W T O O P E R A T E A
V E N T I L A T O R .
. . . H O W T O S P E A K T O
T H E F A A T O W E R O N
R A D I O .
. . . H O W T O G I V E
F E E D B A C K T O A
T W E N T Y T H R E E Y E A R
O L D E M P L O Y E E .

T H E K N O W L E D G E & S K I L L
B U I L D E R
1
Gain
Attentio
n
2
Set
Directio
n
3
Present
Content
4
Exemplif
y &
Practice
5
Assess
&
Summari
ze
6
Call
to
Action

2 . S E T D I R E C T I O N ( B U T N O T L I K E
T H I S ) .
At the end of this course, you will be able
to:
•blah
•blah
•blah
•blah
•blah
•and more blah....

. P R E S E N T ( I N A M E M O R A B L E W A Y )

E X P E R T V I E W S3 . P R E S E N T : I N T H E I R W O R D S .

P R E S E N T A T I O N A L S E Q U E N C E S3 . P R E S E N T : S E E I T I N A C T I O N .

P R E S E N T A T I O N A L S E Q U E N C E S3 . P R E S E N T : J U S T T H E F A C T S ,
M A ’ A M .

3 . P R E S E N T : T H E G U I D E D
S T O R Y .

G U I D E D S T O R I E S3 . P R E S E N T : T H E G U I D E D S T O R Y .

G U I D E D S T O R I E S
What looked like an
entertaining comic
book was actually…a
Knowledge &
Skills Builder!
3 . P R E S E N T : T H E G U I D E D S T O R Y .

5 . A S S E S S A N D S U M M A R I Z E .

5 . A S S E S S : H A S T H E L E A R N E R A C H I E V E D T H E
O B J E C T I V E S ? A N D M A K E I T H A R D ! B U T N O T L I K E
T H I S …
Question 2 of 524:
These customer types are
________ ____ ______;
_____ ________ _____ ;
________ ____ _____;
______ _______ ________ (___) ____________; and
______ __________ ____ _______ ____ _____.

S U M M A R I Z E5 . S U M M A R I Z E ( B U T I N A
M E A N I N G F U L W A Y ) .

6 . P R O V I D E A C A L L T O A C T I O N .

F O R R E V I E W :
T H E K N O W L E D G E & S K I L L B U I L D E R
1
Gain
Attentio
n
2
Set
Directio
n
3
Present
Content
4
Exemplif
y &
Practice
5
Assess
&
Summari
ze
6
Call
to
Action

Solving complex
problems and
changing behavior?

… T O T E A C H H O W T O
T R O U B L E S H O O T A
P R O C E S S . … T O C H A N G E A N
E N T R E N C H E D H A B I T
O R P A T T E R N .
… T O T E A C H A N E W
B E H A V I O R .
… T O I M P R O V E
L I S T E N I N G S K I L L S .

T R Y B R A N C H I N G S C E N A R I O S , I M M E R S I V E E X E R C I S E S ,
I N T E R A C T I V E V I D E O , O N G O I N G L E A R N I N G
C A M P A I G N S .

Marketing aims to turn
prospects into fans...

...using a wide range of channels...

...through a sustained campaign that creates
measurable results.

A N D N O W , A F E W M O R E T O P T I P S
( I N M A N Y S H A D E S ) !

T I P : A V O I D C L I C K Y C L I C K Y B L I N G
B L I N G .
Courtesy of Kevin Thorn; www.nuggethead.net

A V O I D T H E L U R E
O F S E D U C T I V E
D E T A I L S .
• aka the “jazz hands” of
eLearning

T I P : M A K E I T
R E L E V A N T

W R A P S C E N A R I O S A R O U N D A L M O S T
A N Y T H I N G …

P U T T H E L E A R N E R I N S O M E O N E
E L S E ’ S S H O E S .

T I P : F O C U S O N T H E J O U R N E Y A N D
N O T T H E E V E N T .

J O U R N E Y S T A K E T I M E … A N D S O D O E S
R E A L L E A R N I N G .

T I P : M A K E T H E I N T E R A C T I O N
C O U N T

I N T E R A C T I V I T Y S H O U L D B E A B O U T
T H I N K I N G , N O T C L I C K I N G .

B U I L D I N D E L I B E R A T E P R A C T I C E —
I N T H E R E A L W O R L D .

T I P : D O N ' T L E T P E O P L E G O T H E J O U R N E Y A L O N E . C A N Y O U B U I L D
I N S T R U C T U R E , S U P P O R T , A N D A C C O U N T A B I L I T Y ?

M A K E T H E I R M A N A G E R A C C O U N T A B L E
A N D P A R T O F T H E L E A R N I N G
J O U R N E Y .

S O P I C K Y O U R S H A D E . A N D T H E N
G O S H A R P E N I T !

H E Y , L O O K ! I W R O T E A B O O K .
td.org/accidentaldesigner

Cammy Bean
email: cammy.bean@kineo.com
twitter: @cammybean
blog: http://cammybean.kineo.com
References and more:
https://www.diigo.com/list/cammybean/

Shades of Instructional design

Shades of Instructional design

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