Even if you don’t have formal training in instructional designing, you can learn and use a basic instructional design process. For example, someone with no instructional design background posted this question about how to design training for volunteers in the instructional design subreddit (/r/instructionaldesign). I’m sharing this question and answer with the original poster’s permission. The question: How to design volunteer training Simple background is that I work for a large church with multiple campuses and an extensive volunteer base. Over the years as technology has developed, especia ..read more

When we provide feedback in branching scenarios, we have several questions to consider. Should we provide consequences (intrinsic feedback) or coaching (instructional feedback)? Should we provide immediate feedback or delayed feedback? What works for novices versus experts? The most effective approach usually involves a combination of feedback strategies, but different audiences may need a different balance of types of feedback. Intrinsic and instructional feedback In Scenario-based e-Learning: Evidence-Based Guidelines for Online Workforce Learning, Ruth Clark recommends combining intrinsic ..read more

Right now, it’s impossible to truly know how AI will affect instructional design in the future. The reality is that this technology is changing too quickly, and no one really knows what will happen. I’ve definitely heard from folks that are scared the whole field of instructional design could disappear and we’ll all be replaced by AI. I’ve also seen predictions from people optimistic about AI who expect it to transform and improve the whole field within two or three years. While I’m loathe to make too many predictions, I expect the reality will be somewhere in the middle. I don’t think most in ..read more

Training methods are a bit like tools in a toolbox – you wouldn’t use a hammer to tighten a screw. So, when it comes to training, you might wonder, “When should you use a branching scenario rather than other training strategies?” There’s no one-size-fits-all answer. While I’m a big proponent of branching scenarios, they aren’t always the best method. To determine when to use branching scenarios, it’s important to make sure that approach aligns with your goals and is appropriate for the skill you’re training. Strategic skills that require nuanced decision-making and are risky to practice are go ..read more

One of the most common mistakes I see in scenario-based learning is using feedback to tell learners what was right or wrong instead of showing them. Example scenario with “telling” feedback Take the following example of a branching scenario to practice counseling someone on dietary choices. One mistake learners can make in the scenario is setting a goal that is too difficult. If the learners recommend a goal of cutting out all added sugar and soda, you could simply tell them they’re wrong and why it’s a bad choice like this: “Sorry, that’s incorrect. If a goal is too difficult, it can reduce ..read more

When you think of branching scenarios, do you think of self-paced elearning, maybe of an entire course with nothing but a complex branching scenario? While a lengthy branching scenario can be effective on its own, that isn’t the only way to use this approach. Combining branching scenarios with other training approaches lets you use branching scenarios for the activities where they matter most, while using other methods where they are effective. Sometimes I hear people worry that using a branching scenario means they are committing to creating a whole 30-minute or 60-minute course with branchin ..read more

This is the last installment of my series on instructional design careers. Links to the rest of the series are at the end of this post. Previously, I’ve talked about the skills instructional designers need and how to get into the field of ID. In this post, I talk about determining if instructional design is a good “fit” as a career. This is less about the skills and more about the desire; it’s about figuring out if you’d be happy working as an instructional designer. Consider these traits of instructional design roles if you’re contemplating a career transition. Working behind the scenes Duri ..read more

What professional organizations are useful for instructional designers? This post is part of a series about instructional design careers. I’ve been asked by a number of people how to get into this field, and these posts are based on my responses to those questions. A number of job seekers and transitioning teachers have asked about professional organizations to help people gain skills and network. The Learning Guild, ATD, TLDC, Training Magazine Network, and LDA all provide both free and paid resources for instructional designers and other learning and development professionals. The Learning ..read more

How do you respond when stakeholders ask you to measure how fast learners respond to questions? How do you train for fluency when the speed and accuracy of performance truly matter? During my recent webinar on crafting better feedback for scenario-based learning, I talked about the benefits and drawbacks of using time as feedback. Measuring and assessing users on fast they respond to questions seems like good idea, right? After all, you want people to perform quickly and think fast. But in practice, focusing on the speed of responses to questions can backfire. It creates accessibility barriers ..read more

If you’re hoping to move into a career in instructional design, chances are you need to learn some of the common tools and technology. Most instructional designers need at least some basic technology skills to get their first job. But, there are so many tools available that it can be overwhelming to know where to start. In this post, I’ll help you prioritize what to learn and share resources for learning those important skills in authoring tools and other technology. This is part 4 in a series about how to become an instructional designer. You can find links to the rest of the series at the en ..read more