Instructional Design Reflection
From “A” to “E” of Instructional Design, and Everything In-between
I came into the program with the goal of familiarizing myself with new techniques and technologies. I was not disappointed. The many papers and projects I completed helped me see all aspects of instructional design in a new light while honing my writing and thinking.
Every class required me to …show more content…
Collaboration can be extremely fruitful when the environment is flexible, open-minded, constructive, and the team has clear goals. Working on a team involved identifying roles for each member based upon our strengths. Early on in the capstone class, my group attempted to fit each member into arbitrary, rotating roles in order to complete our requirements. The first semester revealed conflicts of work methods and styles. Our communication was poor and workload uneven. You could say we went through the “forming” and “storming” stages of group work that semester. Second semester, after we had an opportunity to analyze each other’s strengths, we were able to work much more efficiently. We evolved into a united group with common goals, and this evolution is reflected in the deliverables we created in 732 to 752. We learned a lot about the questions to ask when designating roles on a project and paying attention to identify these strengths. We also learned about our own strengths in the process. Communication, active listening, and honesty are key for collaboration; not just with teammates, but also with the stakeholders and consultants …show more content…
I always felt I was at a disadvantage in this field because I did not know the educational theories and theorists, which pushed me to improve my understanding by enrolling in this degree program. The knowledge I gained the last two years and its application to working as an instructional designer are great, but I also value the confidence it has instilled in me.
I also learned valuable multidisciplinary skills in the IDT program. Each class taught me essential skills for discrete aspects of instructional design, but also critical skills I can use beyond work projects. For example, I learned to be a consumer of research in 590 and 611. This practice of critical evaluation will be essential as I move forward in my career and education, but it also can apply to everyday consumption of controversial reporting, evaluation of political debates, or assessment of a new proposal at work. I learned both hard skills, like the ability to use instructional technology, and soft skills, like communication with stakeholders and subject matter experts. I take away from this program an understanding of methods for designing instruction, from secondary curriculum to user experience to performance improvement, the necessary skills to help contribute on a team, and lifelong critical thinking