Instruction can take on many different forms; however, with
any form of instruction, the design can be a daunting task. So what does it
mean to design instruction? We see instruction given in the form of posters,
signs, videos, face-to-face classes, online classes, and the list goes on.
However, in order for the instruction to be effective, sound principles of
design must be incorporated. As I have learned about instructional design this
semester, I have realized that these principles can also be applied to
preparing lessons in the classroom. Without proper planning, the lessons would
not be as powerful.
With any planning, the first step is to determine what the
problem is that needs to be addressed. To do this, an analysis must be
conducted. Through the analysis, the needs of the learner are identified. Once
these needs are determined, then the design of the instruction can begin. In
the design process, the goals and objectives will be identified. Then it is
time to develop the instruction. The designer must look at the audience and the
environment to decide what type of instruction should be created. During the
development of the instruction, careful attention must be paid to the details
of aligning the activities to the goals and objectives. Also, how mastery of
the goals and objectives will be assessed must also be identified. Finally, it
is time to see how the design is going to work through the implementation of
the instruction. Once the implementation has occurred, it is time to go back
and evaluate the instruction so that the design of future instruction will be
enhanced.
What skills must an individual possess in order to design
instruction professionally? I believe there are several skills a designer must
have. First, the designer must have great communication skills to be able to
design what is best for their client. The designer must know the questions to
ask of their client to get valid information for the design. Next, the designer must have organizational
skills. As data is collected through analysis of the situation and through
interviews with their client, the designer must be able to organize and use the
data to enhance the design of the instruction. Additionally, the designer must
be flexible. When working with a client, activities, assessments, or even the
flow of the instruction may need to be changed to fit the needs of the client
or the students. Finally, the designer must be proactive in the design. In
other words, they must always think and work ahead to minimize delays in
completing the design of the instruction.
In addition to the skills mentioned above, the designer must
also be able to understand the material to be taught in the instruction. They
may need to rely on their client to be the master of the material, but the
designer must know the best strategies to master the set goals and objectives.
If the designer lacks the knowledge of the material to be taught, mastery of
the instruction could be compromised. Designing
instruction is not a simple task. It takes diligent work, time, organization,
and communication to effectively design instruction.
