My Instructional Design Process.
As someone with the last name "Rose,"
I've always been drawn to the beauty and complexity of this iconic flower. And, as an instructional designer, I've found that the growth and care of a rose provides an even more powerful comparison for the process of creating empowering learning experiences and an empowered learning culture.
GERMINATION STAGE
The germination stage is the initial stage where the rose's seed, or target goal, is planted and begins to grow its roots. This stage can be likened to the early planning and brainstorming phase of instructional design - where ideas are just starting to take root.
BLOOMING STAGE
The blooming stage of a rose, when it fully blossoms and displays its beauty to the world, can be compared to the implementation phase of instructional design: the design is executed and learners have the opportunity to interact with the learning experience(s).
CULTIVATION STAGE
The cultivation stage involves developing and refining the instructional design plan through a deliberate process and several iterations- similar to how a rose requires attentive care, trimming, and watering to promote its growth.
PRUNING STAGE
The pruning stage is the culminating phase of the instructional design process. The learning experience is evaluated and refined based on feedback much like how a rose needs regular pruning and maintenance to sustain its overall health and beauty over time.
The Germination Stage.
The germination stage is the initial stage where the rose's seed, or target goal, is planted and begins to grow its roots. This stage can be likened to the early planning and brainstorming phase of instructional design - where ideas are just starting to take root.
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During this stage, I conduct a thorough needs analysis with clients and stakeholders to identify their target audience, their needs, and their target goals of the learning experience(s). Then, I collaborate with necessary stakeholders to construct action maps in order to define and personalize the steps and sequence of the learning experience. Finally, I study and select intentional learning theories to guide me through the design and development process.
Needs Analysis.
Needs analysis is a process where I assess the specific learning needs of my target audience in order to develop a learning experience that directly aligns with those needs. Ultimately, a needs analysis answers the question: Why? Why do we need a learning experience? Why are there inconsistencies in performance? The list of "whys" can go on and on. These "whys" will lead me to the target goal - or the target Key Performance Indicator (KPI) - that should improve or increase specific performance outcomes.
Throughout this process, I take the opportunity to gather and evaluate information from various sources - such as job descriptions, learning materials used in the past, interviews with Subject Matter Experts (SMEs), and surveys or questionnaires completed by potential learners. By conducting a needs analysis, I can identify the knowledge, skills, and abilities that learners need to acquire in order to hit the target Key Performance Indicator (KPI). This helps me to determine the appropriate instructional strategies and materials, as well as the most effective delivery method, for the learning experience.
Action Mapping.
After completing a needs analysis with stakeholders, I use action mapping to create a clear plan for achieving the specific learning outcomes agreed upon in the needs analysis. I collaborate with stakeholders to define and personalize the steps and sequence of the learning experience. To develop the action map, I leverage various tools - such as flowcharts and storyboards. The process may involve multiple rounds of feedback and revision, but, with a clear plan in place, I am able to design and develop a learning experience where learners can see the clear connection between their actions and the overall target goal, or Key Performance Indicator (KPI). Action mapping allows for me to be able to break down big concepts and ideas into smaller, manageable parts. Through the use of this data-driven approach, I ensure that the learning experience will align with the specific learning needs of the target audience and that the outcomes are measurable.
Learning Theories.
As an instructional designer, I utilize a range of instructional design theories to guide me through the design and development process. These theories provide a framework for understanding how people learn and what factors impact the learning experience. Some of the instructional design theories that I employ include:
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Bloom's Taxonomy
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Gagne's Nine Events of Instruction
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Merrill's Principles of Instruction
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Dick and Carey's Instructional Design Method
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Kirkpatrick's Four Levels of Evaluation
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Adult Learning Theory (i.e. Andragogy)
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Constructivism/Cognitivism/Behaviorism
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Each of these theories offers a unique perspective on the learning process and can be applied in different ways depending on the specific needs of my target audience. For example, Dick and Carey's Instructional Design Method provides me with a systematic approach to instructional design that involves breaking down complex skills or knowledge into smaller, more manageable components. Kirkpatrick's Four Levels of Evaluation offers me a framework for evaluating and assessing the effectiveness of my learning experiences. Adult Learning Theories allows for me to focus on understanding the unique characteristics and needs of adult learners, while constructivism, cognitivism, and behaviorism offers me different perspectives on how people learn and process information. By combining and leveraging these theories in my design and development process, I am able to create empowering learning experiences that meet the specific needs of my target audience.
The Germination Stage.
The germination stage is the initial stage where the rose's seed, or target goal, is planted and begins to grow its roots. This stage can be likened to the early planning and brainstorming phase of instructional design - where ideas are just starting to take root.
​
During this stage, I conduct a thorough needs analysis with clients and stakeholders to identify their target audience, their needs, and their target goals of the learning experience(s). Then, I collaborate with necessary stakeholders to construct action maps in order to define and personalize the steps and sequence of the learning experience. Finally, I study and select intentional learning theories to guide me through the design and development process.
The Cultivation Stage.
The cultivation stage involves developing and refining the instructional design plan through a deliberate process and several iterations- similar to how a rose requires attentive care, trimming, and watering to promote its growth.
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Within this stage, I use this opportunity to meticulously construct design documents that serve as a blueprints for the learning experience. A design document provides a comprehensive overview of the specific learning objectives, activities, and assessments for the learning experience. To further visualize the learning experience, I create text-based storyboards or video scripts that map out the flow of the experience and use visual mockups to provide a tangible representation of the design. To ensure that the design meets the needs of the target audience, this stage may involve multiple rounds of feedback and revision. By the end of the cultivation stage, the learning experience is fully developed, polished, and ready to move into the implementation phase.
Design Documents.
I find a design document to be crucial in my design process. This document serves as my blueprint and helps keep me focused on the outlined learning objectives, instructional strategies, and assessment methods. I use a design document as a reference throughout designing and developing the learning experience. Additionally, design documents are an excellent communication tool with stakeholders. Overall, design documents are an essential tool in my instructional design toolkit.
Text-Based Storyboards & Scripts.
I consider text-based storyboards to be an important tool in the development of effective learning experiences. After completing my design document, I construct text-based storyboards to organize my ideas, ensure logical sequencing of content, and identify potential gaps or areas where more information or clarification may be needed. Within my text-based storyboards, I include information on visual, audio, and programming prompts. I demonstrate how each of these components will be weaved together to create a cohesive learning experience. Text-based storyboards also allow for me to communicate my ideas more clearly to stakeholders. Oftentimes, text-based storyboards are the first portion of the instructional design process where stakeholders can begin to see the project come to life - making them a crucial element in gaining buy-in and feedback from project sponsors, Subject Matter Experts (SMEs), and other stakeholders. Text-based storyboards are an invaluable asset in my instructional design process.
Visual Mockups.
Once my text-based storyboard is finalized, I begin using Adobe Illustrator, Adobe XD, and Canva to create visual mockups that will bring the learning experience to life. Through the use of eye-catching visuals, animations, and interactive elements, I am able to transform the textual content into an immersive learning journey. Incorporating visual mockups into my design process also provides me with the opportunity to test the aesthetic and concept before the final development. I can experiment with different color schemes, fonts, and layouts to find the optimal design that enhances the instructional content.
The Blooming Stage.
The blooming stage of a rose, when it fully blossoms and displays its beauty to the world, can be compared to the implementation phase of instructional design: the design is executed and learners have the opportunity to interact with the learning experience(s).
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In this stage, I begin by developing an initial prototype to test the learning experience with stakeholders. Creating a smaller, mini learning experience allows for me to gather feedback on the design from necessary stakeholders so that I can make the appropriate adjustments before moving onto full-scale development. Once the initial prototype has been approved, I move onto full-scale development, where the design is refined, and the content is fully developed. Ultimately, the implementation phase is where the design comes to life and learners have the opportunity to engage with the learning experience(s) to achieve their goals.
Initial Prototype & Full-Scale Development.​
For the initial prototype, I create a distilled version of the final learning experience that captures the core features and functionalities. By doing so, I can conduct usability testing and gather feedback from stakeholders to refine the design, layout, and user experience. I also collaborate with Subject Matter Experts (SMEs) and other stakeholders to ensure that the instructional content is both accurate and aligned with the desired learning outcomes - or Key Performance Indicator (KPI). Through this process, I am able to identify areas that may require further refinement and make necessary adjustments to align the learning experience with its learning outcomes before moving onto and committing to full-scale development.
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Moving on to full-scale development, I work independently to bring the learning experience to actual life and fully develop the learning experience. This involves creating content, designing the layout and visuals, integrating necessary technologies or interactive elements, and conducting thorough testing to ensure that the learning experience is functional and meets the learning objectives. I also maintain consistent and open communication with stakeholders throughout the development phase and full-scale development to ensure that the design and content align with their expectations and visions. I perform final testing with focus groups and make any necessary revisions before launching the learning experience(s) to all learners.
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You can view my full-scale development projects on the eLearning and the Supplemental Learning portions of this platform.
The Pruning Stage.
The pruning stage is the culminating phase of the instructional design process. The learning experience is evaluated and refined based on feedback much like how a rose needs regular pruning and maintenance to sustain its overall health and beauty over time.
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Throughout this stage, I use formative and summative evaluation tactics to gather feedback from stakeholders, Subject Matter Experts (SMEs), and target learners. Formative evaluation tactics encompasses critical feedback that can take the form of surveys, focus groups, or initial interactions with learning experience prototypes. When I am able to gather feedback early and often, I can identify any issues or gaps in the learning experience and make data-driven decisions to continuously improve it over time. Additionally, I use summative evaluation tactics, including The Kirkpatrick Model, to measure the overall effectiveness of the learning experience and to determine whether it met its target Key Performance Indicator (KPI). This evaluation method assesses the learning experience at four levels: reaction, learning, behavior, and results. Using formative and summative evaluation tactics provides me with the opportunity to gather both qualitative and quantitative data to make strategic data-driven decisions in order to continuously improve and build upon the learning experience.
Formative & Summative Evaluation.
As a formative evaluation tactic, I solicit critical feedback on the learning experience from stakeholders, Subject Matter Experts (SMEs), and target learners by leveraging various assessment methods: job/responsibility observations, surveys, focus groups, and preliminary interactions with the initial learning experience prototype. Continuous feedback enables me to detect the experience's potential shortcomings and allows for me to make informed decisions to improve the learning experience over time. This iterative approach enables me to align the learning experience with the desired learning outcomes and organizational objectives. Moreover, the formative evaluation process empowers me to assess the effectiveness of the learning experience in real-time so that I can make the necessary revisions to enhance the learning experience throughout the design and development cycle instead of solely at the end of these cycles.
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I use the Kirkpatrick's Four-Level model as a primary summative evaluation tactic in order to ensure that the learning experiences I design are tangibly effective in achieving their Key Performance Indicator (KPI). I am actively aware of the importance of evaluating the effectiveness of the learning experiences I develop. Rather than simply discarding a learning experience or forget about it once it's completed, I make use of summative evaluation tactics in my instructional design process to comprehensively assess the impact of the learning esxperience once it has been completed. To this end, I employ Kirkpatrick's Four-Level Model - a widely-recognized and comprehensive evaluation framework that allows me to methodically evaluate the learning experience's effectiveness at each level: from the initial reactions of the learners to its ultimate impact on organizational performance.
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Reaction Level: To evaluate learners' reactions to a learning experience, I conduct surveys or focus groups to gather direct feedback from target learners. For example, I might ask learners to rate their level of engagement with the learning experience, whether they found the content relevant and reliable, and how confident they feel in their ability to apply what they learned in the experience to their daily responsibilities.
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Learning Level: To evaluate learners' knowledge and skills before and after the learning experience, I will analyze pre- and post-learning assessments. Within each learning experience, I administer a pre-learning quiz to assess learners' baseline knowledge and skills, and then I administer a post-learning quiz to measure their progress in achieving the learning objectives. Additionally, I observe learners during the learning experience, depending on the instructional delivery method, to assess their ability to apply what they have learned in real-time.
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Behavior Level: To evaluate whether learners are applying what they have learned in the learning experience to their daily responsibilities, I leverage observations and performance evaluations. I take opportunities to observe learners in their workplace to assess their ability to apply the skills they should have learned in the learning experience. I also ask learners' supervisors to provide feedback on their job performance before and after the learning experience to measure the impact of the experience on the target learners' behavior.
Results Level: To evaluate the impact of the learning experience on the overall organization, I will study metrics such as increased productivity, improved quality, or reduced errors. I examine the organization's performance metrics before and after the learning experience to determine if there have been any improvements as a result of the experience.
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By evaluating each level of Kirkpatrick's Four-Level Model in a systematic and data-driven manner, I can be confident that the learning experience is effective in achieving its goals and objectives, and make adjustments as needed to improve its impact on learners and the overall organization.
I would love to make an impact, together.