Definition of Instructional Design

Instructional Design is a systematic process of developing and creating instructional materials from a learner's perspective utilizing classroom instructional materials, eLearning platforms, and interactive digital visuals. The approach begins with identifying a problem and deciding if it is a problem that instruction can resolve. The process involves an amalgamation of learning theories, learning modules, and analysis, which when used together assist the designer in forming a methodical approach to an issue. Ultimately, the finished design has been developed through the lens of a learner: considering diversity, learning style, environment, and the learner's expected outcome.  

The definition of Instructional Design (ID) can be viewed as ambiguous even to the individuals in the field who often ponder ways to describe their profession. Devlin Peck, an Instructional Designer, who has a large following on the platform LinkedIn proposed the question to his followers: “How do you explain what you do when people ask?” (Peck, 2022, LinkedIn). He followed the question with his own personal answer in which he stated, “I’ve usually kept it simple and said that I create eLearning for companies... But, instructional design is of course so much more than that” (Peck, 2022, LinkedIn). While the definition itself can seem ambivalent, it is also important to point out that one’s job title may not be that of Instructional Designer in order for the individual to operate as such. The tasks of an Instructional Designer trickle into professions of educators, trainers, and business owners, which ultimately creates more confusion for those who desire a concrete and stable definition for the title.  

In order to grasp the foundations of Instructional Design one may take a look at the historical timeline that includes the works of educational theorists such as Piaget, Skinner, and Bloom, which are an intricate part of  ID’s definition. As Ertmer and Newby explain, “learning theories provide the foundation for intelligent and reasoned strategy selection,” which is used in the process of ID (Ertmer & Newby (2013). However, while acknowledging well-known theories, it is also important to recognize societal and cultural influences within the field’s timeline. In the article, Reconsidering the Instructional Design and Technology Timeline Through a Lens of Social Justice Learning, Design, and Technology professor, Amy C. Bradshaw claims, “This includes considering the social positionalities of those in key roles in our fields evolution, in order to understand and theorize how and why we in the IDT field, generally and collectively, tend to perceive social justice issues as irrelevant to, or disconnected from, our professional work” (Bradshaw, 2018). Bradshaw’s stance asks those working in the field of ID to develop a mindfulness of the oversights regarding diversity and social justice. Her position speaks to the necessity of reconstruction of the education system, ridding of archaic practices, and the dire need of inclusivity. It wasn’t until 2008 that The Association for Educational Communication and Technology (AECT) updated the definition of Instructional Design to include the term “ethical.” Therefore, while the initial definition of ID did not consider ethical practices as a part of its definition, it has always been an imperative component.  

The paragraphs above may not encompass ID’s definition in full; however, it is important to remember the field of instructional design is broad and expanding. It is a profession that strives to be learner-centered, ethical, and inclusive. My hope is to contribute to the field by developing an eLearning platform that assists educators and learners in literacy, along with rhetoric and composition. The platform would include relevant world literature, including articles and journals, which can contribute to igniting the curiosity and self-directed interests in students. The ultimate goal of instructional design is to create materials that include a solid analysis, an organized approach, an inclusive mindset, and clear pathways to the end goal.  

References

Bradshaw, A.C. (2018). Reconsidering the Instructional Design and Technology Timeline

Through a Lens of Social Justice. Association for Educational Communications & Technology.

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: 

Comparing Critical Features From an Instructional Design Perspective. 

Performance Improvement Quarterly, 26(2), 43-71.

Peck, Devlin. (2022, August). LinkedIn. https://www.linkedin.com/in/devlinpeck/recent-activity/shares/.

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