Instructional Design and Development Philosophy

Marwa Crisp
EDIT 7170, Advanced Instructional Design
Jill E. Stefaniak, Ph.D.

Introduction

Grounded in theory and practice, my Instructional Design and Development (IDD) philosophy is grounded in ten years of experience as a science educator, supplemented by contract work as a professional learning specialist and continuing studies in the Instructional Design and Development program and Ph.D. in Science Education at the University of Georgia.

This paper provides a lens into the core beliefs, values, and principles that guide my instructional design decisions. The following tenets guide my approach to instructional design and development:

• Instruction is guided by data, informed needs, and assessments, ensuring evidence-based instruction.
• Instruction is intentional and aligned with clear instructional goals and objectives, achieving measurable learning outcomes.
• Instruction considers learner context, perspectives, and the system in which they are situated.
• Instruction supports and values equitable and inclusive learning opportunities that leverage learner diversity.
• Instruction is informed by current research methodologies and best practices grounded in theoretical models.

Definition

Instructional design is a human-centered approach that carefully considers the dynamic nature and environment in which the learning is situated. Instructional designers build context by viewing problems and needs through multiple lenses and perspectives to set clear goals, align objectives, and design culturally responsive learning tasks intentionally developed to meet learning objectives.

Equipped with foundational knowledge of program needs and desired learning outcomes, instructional designers craft learning experiences by assembling, sequencing, and adapting learning experiences. Guided by these views and shaped by experience, the evolving definition for instruction that guides my paper is as follows:

Instructional design is an informed, systematic, and creative approach to designing and developing intentional, equitable, and sustainable learning experiences.

Foundations, Learning Theories, and Beliefs

My role as a practitioner of science learning and instruction, combined with my ongoing educational journey, has shaped my beliefs and perspectives. I draw upon four influential learning theoretical models and frameworks: Constructivism, human-centered design, Backwards Design, and Universal Design for Learning (UDL).

Constructivism is the natural lens through which science learning and instruction are best understood and applied. Through experiential learning, learners are afforded opportunities to ask their own questions, take ownership of their learning, and pursue their curiosities.

Human-centered design provides a unique opportunity to humanize science through an empathetic lens. Empathy acts as a catalyst for student engagement, sustaining commitment and perseverance throughout design and inquiry cycles. The Universal Design for Learning allows greater access and flexibility throughout the learning process, guiding the designer to create more accessible learning experiences.

Backward Design and the ADDIE model provide a sustainable and logical sequence that ensures alignment, formative and summative assessments, and appropriate tasks to meet learner needs.

Instructional Design as a Creative and Systematic Process

Although Instructional Design is systematic, it is continuously shaped through reflection, effective practices, and environmental contexts. Creativity flourishes within design constraints, allowing instructional designers to curate and maintain effective learning environments. Instructional design is iterative, continuously informed by feedback and evaluation, leveraging technology to enhance learning and communication.

Relationship Building and Sustainment

Supporting the needs of programs involves designing learning experiences and considering the relationships of all involved. Building a network of support and trust sustains learning communities and stakeholder involvement, encourages collaboration, and stimulates progress. Digital platforms and AI can enhance communication, bridge distances, and remove language barriers.

Conclusion

I strongly believe in instructional programs that are intentional, culturally responsive, and leverage learner diversity. Such programs deliver meaningful learning experiences, build intrinsic motivation, and contribute to life-long learning. Inquiry- and problem-based frameworks, alongside the instructional design process, ensure program quality, effectiveness, and impact.

References