SME Coordination
Any instructional project requires transferring knowledge from experts, decision makers, mentors to learners of various levels. I enjoy working closely with colleagues to learn complex subject matter and disseminate that info to learners. I have used a combination of research, interviews and follow-ups in topics from engineering design to robotics. At the center of this is commmunication and most importantly listening.
Assessment
Measuring learners’ retention of instructional content plays is an important component. I work SMEs and instructors alike to make sure an item or instrument is clearly measuring the intended outcome equally for all audiences. I also see assessment as the bridge between content and feedback. I work to ensure instructors can measure student interest retention before and after the assessment so learners are able to use assessment to identify areas for improvement and growth.
Conference Participation & Presentation
Many instructional tasks take place in a development environment or among design colleagues; however, at some point, it is important to me to go out into the community to discuss specific needs. Even though most sound designs do not present themselves. Instructional designers must spend time convincing learners and instructors to nurture enthusiasm and address questions about new programs. I have spoken about successes of established programs and pushed for new approaches to small and large audiences. Much like SME coordination, the most important part is listening; the audiences stories, questions, and even concerns can make a good program even better.
Certification
Certification is a powerful motivator for learners and institutions alike. Notably, they can equally quantify skills for students from different instructional approaches and backgrounds. I have developed certifications for concepts and skills that coordinate industry goals with workforce, education, and government input.
Support & Training
As with many technologies, once the instructional product leaves the design environment, learners and instructors may adapt or use the product in unexpected ways. I enjoy directly engaging with learners and instructors to solve classroom or system issues. Beyond the primary goals of solving users issues, support provides secondary benefits in refining and improving your own designs as well as letting users know you are invested and interested in their success. Along with learner support, training offers the best opportunity to ensure the instructional product is used as intended in the learning environment. I think its important for designers to interact with instructors and learn about any apprehensions or concerns instructors may have. Doing so is as crucial to program success as the deign itself.