Instructional Design Skills
- Aoyumi Jung
- Jan 18
- 3 min read
I publish this blog as a way to express my gratitude for LXD for shaping to be a tougher person in 2024
25 August 2024
11:00 am The week of the most meetings in my ID life (Instructional Design)
SO MANY skills, can't be captured in this piece of writing :D
What happened?
2 meetings with Ragil - Leadership for Managers
Complete slide development for course
Design outline of capstone project description
2 meetings with Stefano: Business Analytics for Decision Making
Align slides and scripts for two chapters
2 meetings with Aj Amm: Consumer and Maketing Management
Present and discuss Chapter 3 storyline and development plan
Internal meetings
Instructional designer meeting
Work handover: overviewing all courses and the current stage
Resign process to embark on YIP!
My key takeaways:
Communication and Assessment Design
Communication is so crucial over all of these meetings. I was there giving directions to support the professors in designing the assessments of learning activities. I love the time prepping to meet with Ragil, I had to set a realistic goal and decide what should be the outcome of the meeting. So, instead of going about details, I framed the importance of the capstone project as a key assessment for us to measure students’ learning, and for students to shine their skills and knowledge.
I enjoyed being the one asking guiding questions that facilitated the thought process of the professor. He was so quick in thinking and resourceful. He could build a series of questions that requires students to think and analyze to achieve the learning outcomes. For example, one learning outcome is for students to recognize cognitive bias to communicate effectively. The project offers a case study where students have to analyze the profiles of different people whose interests and powers are different. From there, students would analyze how certain cognitive biases are in place and how to deal with them.
I would definitely apply this assessment-design skill in further projects. As meeting Ajarn Tao tomorrow, I would tell him that if you ever need my help in structuring or designing your course, I am more than happy to help! I may not have deep knowledge of your subject, but I know adult learning theories such as constructivism and instructional design theory that are essential to craft meaningful learning experiences.
Communication and content alignment
Besides, as a learning designer, I had to make sure there is the consistency and accuracy of content in between various learning materials such as slides and scripts. I did this in the past with the Financial Management course. But it was not in-person discussions, it was mainly my review of documents. That process was really painful. So going through all materials with Stefano simultaneously fastened the whole flow. I was there pulling out all tabs to help the professors track the right information, and ensure that everything is matched. These materials later would be sent to the media team to produce instructional media. The tangible product is a video, not only delivering information but also engaging students with visuals.
Storyline development
I had two evenings prepping at home to meet the professors. Because during the daytime, my brain didn’t have capacity to think anymore. The result was great in the end! The team and ajarn Am liked the story. Yet, the work required would be so much for us! This course gives me more worries due to the potential workload for LXD. The challenge was to take on the main role to develope the story as a case study while Ajarn would act more as a consultant. At LXD, I had to come up with my own tasks, next steps, take initiative, and complete assigned tasks. So being able to set personal goals in terms of personal development and professional development are indispensable. I know what I need to work on this week, and I hope as I speak about it to my team, they would be able to follow my thought process.
Questions I love to ask:
Finding learning moments for students
How could I accompany students to process such learning as thinking inwardly and outwardly?
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