When considering my philosophy of instructional technology and design, I draw upon my background as a learner. I think all instructional designers do, whether they intend to or not.
Our successes and struggles as students inevitably shape the way we create educational content. In many cases, students enjoy a class not only because of the subject but because of how it is taught, or because their instructor supported and encouraged them. And who hasn’t sat through a convoluted lecture, surveyed a messy graphic, or received a harsh grade, and thought, “If it had been up to me, I would have done this differently.”
My learning journey before university was unconventional. I was homeschooled from preschool through high school. I have come to value the flexibility and freedom homeschooling allowed; I went on trips, participated in experiential learning, and broke the traditional mold. It was also very, very easy to fall behind on standard coursework.
I was on the tail end of the typical ages for learning to read, about eight years old. I remember how much I hated the process. It felt difficult and pointless until I started reading stories. That changed everything. Reading stopped being a chore and became a bridge to something valuable.
That idea is key to education and instructional design. Learning is not always fun, and not everything you learn is relevant to your life long-term. But if you can show students how they benefit, convince them that there is something worth searching for and discovering, you give them motivation.
Of course, you can argue that completion itself is the motivator. Pass the assignment, pass the class, get the degree, get the good job. All of those are decent motivators. But each can be articulated and expanded upon. How can expertise in a subject lead to a better life for you? What may it help you accomplish? What opportunities could it bring you? What can you learn about yourself?
Such questions may foster greater intentionality in students. Those prompts are not about creating false expectations; they are about self-development and exploration. Students think about what they can gain.
One of the best modern examples of the power of education is Helen Keller, rendered deaf and blind at a young age, whose future was completely changed when she understood her first word. According to her, it “awakened my soul, gave it light, hope, joy, set it free! There were barriers still, it is true, but barriers that could in time be swept away…” (A little happier: Helen Keller tells the story of the moment her life changed. 2023)
Education became Helen’s window to the world. That is partly why she was such an avid learner – she knew there was so much to gain.
Okay, so finding your reason to learn is important. Figures like Helen prove that. How should you learn? How should you teach?
There are many ways. Three fundamental theories sum up modern approaches: behaviorism, cognitivism, and constructivism. Each has its advantages and disadvantages. One of my preferred theories is constructivism because it encourages practical, real-life experience. You give learners the shoes, point them down the trail, and let them do the running.
Behaviorism and cognitivism have their uses, however. Behaviorism places emphasis on activities like memorization, while cognitivism focuses on how you think about new information (imagine diagrams, charts, maps, and so on).
I believe that to have a well-rounded education, you must have a combination of all three theories. There is no silver bullet. You can have favorites, though. Mine is constructivism.
As for what technology to use for instruction, the answer is similar. There are many kinds; some work better in certain situations than others. In general, avoid flashy new technology when established mediums will do just as well. Sure, you could have students use virtual reality, but its relevance depends on context. Is the goal to explore archeological sites like Pompei? VR could be suitable. But if the objective is to learn, say, algebra, VR may not be ideal. Even in scenarios when using a new and/or unfamiliar technology is logical, you must ask yourself if it is worth the time and resources.
Instructors must frequently work with constraints. We must consider students’ backgrounds and trajectories, their budgets, schedules, and motivations. We must also consider our own skills. We all have methods that come more naturally to us. Teachers ought to use technology that they are “comfortable and confident using…” (An, 2021). Do you have a background in video editing? Do you have an affinity for drawing? Many talents may come in handy.
Instructional technology and design has no fixed scope. Any given question may have a multitude of answers, but that is part of what makes it so interesting. It is a developing field that every instructional designer can shape. To me, the best thing I can do is point out students’ reasons for learning while employing the best methods and tools to teach them.
Works Cited
A little happier: Helen Keller tells the story of the moment her life changed. Gretchen Rubin. (2023, July 14). https://gretchenrubin.com/podcast/little-happier-the-moment-helen-kellers-life-changed/
An, Y. (2021). A history of instructional media, instructional design, and theories. International Journal of Technology in Education, 4(1), 1–21.