Instructional Design Basics

I scrapped an entire video yesterday. Not because the content was bad. The writing was clear. The visuals were polished. The delivery was energetic. But I realized it was solving the wrong problem. Our customers don't struggle with WHAT to do in our software. They struggle with WHEN and WHY to use certain features. Context is everything in learning design. You can create the most beautiful explanation of a feature, but if learners don't understand when to apply it in their workflow, you've failed. Great instructional designers don't just organize information—they organize relevance. They don't just deliver content. They deliver the situational awareness to make that content useful. This is why we need to stop obsessing over content creation and start obsessing over context creation. Ask yourself: Do your learners understand not just the "how" but the "when" and "why"? What's one way you've improved the context in your learning experiences?

You can have great content. A dynamic facilitator. Even the best intentions. But if the learning experience isn’t built for adults, It’s built to be forgotten. Here’s what traditional training misses— and what great LXD gets right: Problem-Solving → Adults want to solve real problems. → Make learning actionable, not abstract. Time Flexibility → Adults need flexibility. → Offer choice in how—and when—they learn. Application → Adults prioritize learning they can apply. → Show them how it fits into their day-to-day. Self-Directed → Adults are self-directed. → Let them take the wheel. Life Experience → Adults bring experience. → Build on what they already know. Active Learning → Adults thrive on active learning. → Make them part of the process. Self-Motivation → Rewards are nice—but they need purpose. → Meaning drives long-term change. Relevance → Adults demand relevance. → If it doesn’t connect, it won’t engage. Hands-On → Adults learn best through experience. → Practice builds confidence Goals-Driven → Adults are goal-driven. → Connect learning to what they’re working toward. Design with these in mind— and the impact will extend well beyond the training. But design is just the beginning. Follow-up support makes the learning last. Hristo Butchvarov's inspired this infographic. His carousel stopped me mid-scroll. Check out his carousel here: https://lnkd.in/eqpHamyP Follow Michele Klein. ♻️ Repost to help others.

One of the first Instructional Design projects I worked on still sticks with me. The client handed me eight separate slide decks and said: “Can you turn all of this into one training?” 😑 I remember opening the files: hundreds of slides, all important in their own way, but something didn’t sit right. So, I asked a question that’s become my go-to ever since: “What’s the actual moment in the job where someone gets stuck, messes up, or hesitates, and needs this?” That question changed everything. Instead of cramming it all into a mega-course, we: ✅ Cut 70% of the content ✅ Turned the rest into two scenario-based simulations ✅ Built a one-page job aid that’s still in use today And the best part? People applied it, and didn't complain about taking it. The motivation to complete the course increased. The behavior changed. The feedback improved. I learned early on that we’re not here to cover content. We’re here to solve real work problems. So now, every time I hear, “Can you just turn this into a course?” I slow it down and ask: “What do people need to do, and where do they get stuck?” If you’ve been in that spot, I’d love to hear how you handled it👇. It can be a tough discussion, and pushing back respectfully can be daunting sometimes. #InstructionalDesign #LearningAndDevelopment #LXD #CorporateTraining #RealWorldLearning #JobRelevance #EarlyCareerLessons

Someone without an instructional design background asked for help designing a training program for volunteers. I wrote up a basic instructional design process that they could follow even without formal training. 📝 Identify all the tasks that need to be done in detail 📚 Provide documentation and checklists for tasks that can be learned with support, not practice 🏋️ Focus on training for tasks that require practice to get them right 🎯 Design practice activities that simulate the real situations and provide feedback 📈 Evaluate the effectiveness of your training and make improvements If you want to learn more about this process and see some examples, check out the full blog post here: https://lnkd.in/eVmHMZfU

A blend is usually best. My approach to designing class sessions centers on designing for the learning, not the learner. Though this may be an unpopular instructional philosophy, I find it yields strong, lasting gains. Of course, learners must have adequate prior knowledge, which you can ensure through thoughtful placement and pre-training. This approach combines direct instruction with emotional, cognitive, and reinforcement strategies to maximize learning and retention. Each phase—from preparation to reinforcement—uses proven methods that reduce anxiety, build confidence, and sustain motivation while grounding knowledge in ways that lead to deeper understanding and real-world application. Direct instruction methods (such as Rosenshine and Gagné) offer a structured framework to capture attention, clarify objectives, and reduce initial anxiety. Emotional engagement—connecting material on a personal level—makes learning memorable and supports long-term retention. Reinforcement strategies like spaced repetition, interleaving, and retrieval practice transform new information into long-term memory. These methods help learners revisit and reinforce what they know, making retention easier and confidence stronger, with automaticity as the ultimate goal. Grounding learning in multiple contexts enhances recall and transfer. Teaching concepts across varied situations allows learners to apply knowledge beyond the classroom. Using multimedia principles also reduces cognitive load, supporting efficient encoding and schema-building for faster recall. Active engagement remains critical to meaningful learning. Learners need to “do” something significant with the information provided. Starting with concrete tasks and moving to abstract concepts strengthens understanding. Progressing from simple questions to complex, experience-rooted problems allows learners to apply their knowledge creatively. Reflection provides crucial insights. Requiring reflection in multiple forms—whether writing, discussion, or visual work—deepens understanding and broadens perspectives. Feedback, feedforward, and feedback cycles offer constructive guidance, equipping learners for future challenges and connecting immediate understanding with long-term growth. As learners build skills, gradually reduce guidance to foster independence. When ready, they practice in more unpredictable or “chaotic” scenarios, which strengthens their ability to apply knowledge under pressure. Controlled chaos builds resilience and adaptability—then we can apply more discovery-based methods. Apply: ✅Direct instruction ✅Emotional engagement ✅Reinforcement strategies ✅Multiple contexts ✅Multimedia learning principles ✅Active, meaningful tasks ✅Reflection in varied forms ✅Concrete-to-abstract ✅Questions-to-Problems ✅Feedback cycles ✅Decreasing guidance ✅Practice in chaos ✅Discovery-based methods (advanced learners) Hope this is helpful :) #instructionaldesign #teachingandlearning

I made a big mistake designing a training program this week and I want to help you avoid doing the same thing. Here is the situation: I was working with a long-time client, building new content for their manager training program. We are in the early stages of development, and I spent a good deal of time this week writing out all of the copy and engagements for the courses. All the work put us back on schedule...I thought. The problem was that a lot of the content was wrong. Why was it wrong? This is where the mistake comes in. We had agreed on an initial outline for the courses. But that outline really only covered the basic ideas, it importantly didn't spell out the outcomes or behaviors the client wanted. I had worked with them for a while, so I thought I knew what they wanted. I didn't follow our standard and proven process to make sure we get alignment with all of the stakeholders at each stage of the development process. Instead, I tried to skip ahead. Skipping your process while designing training will never save you time. Step 1: Identify and agree on the impact you are trying to have. Step 2: Identify and agree on the behaviors you are trying to change. Step 3: Identify and agree on the knowledge you need in the course. Step 4: Now you can build out the content and make it engaging. Luckily, we were able to quickly identify the gaps and adjust the content to have the right focus. But it is always better to not make those mistakes in the first place. What reminders do you use to stick to your development process? #InstructionalDesign #EmployeeTraining #FailWhale #Mistakes

Differentiated instruction is an essential approach that adapts teaching methods to accommodate diverse learning styles, abilities, and needs. By tailoring lessons through varied strategies like flexible grouping, scaffolding, and personalized support, educators create more inclusive environments that enhance student engagement and comprehension. This approach fosters equity in education, ensuring every learner has access to meaningful learning experiences. When integrated into lesson planning, differentiated instruction proves highly effective, allowing educators to anticipate challenges, provide targeted interventions, and offer multiple pathways for success. It strengthens student self-awareness, deepens understanding, and cultivates a love for learning, ultimately leading to improved academic performance. Differentiated instruction takes many forms in the classroom, fostering engagement and personalized learning experiences. Here are a few examples: -Flexible Grouping: Students rotate between small groups based on their skill levels or learning preferences. For example, in a reading lesson, some groups may focus on phonics, while others dive into comprehension strategies. -Choice Boards: Students select activities based on their interests and learning styles. In a science lesson, one student may create an infographic, another might write a reflection, and another may complete a hands-on experiment. -Learning Stations: Different stations cater to diverse learning needs, such as a hands-on activity for tactile learners, a discussion-based station for verbal learners, and a digital exploration station for visual learners.

Here's something I've learned as an instructional designer - More interactivity doesn't necessarily equate to a more effective course... In the effort to create engaging content, it's easy to fall into the trap of equating busyness with learning. But let's be real - a course overloaded with clicks, games, and gimmicks might just be pretty packaging on a lackluster product. It may look fun, but if those elements don't align with the course's objectives, they're really just window-dressing. I'm a big believer in avoiding adding unnecessary fluff - words, images, sounds - that don't contribute to learning. These elements can increase cognitive load, leading to learner fatigue and diminished effectiveness. When considering interactive features like quizzes, simulations, or discussions, ask yourself: do they enhance the learning goals? Interactivity can be as simple and profound as fostering a community through discussion, promoting dynamic, peer-supported learning environments. So, here's the takeaway for all of us designing learning experiences... Align every element of your course with the intended learning outcomes. Evaluate the relevance and impact of interactivities. Resist the allure of interactivity for its own sake. Purposeful design is key. What strategies do you use to ensure your course interactivities are meaningful and effective? #eLearning #InstructionalDesign #InstructionalDesigner #LearningandDevelopment

Recently I listened to Luke Hobson, EdD's podcast on #andragogy, or the science behind #adultlearningtheory. It was incredibly insightful to hear him explain the six major principles in a simple to understand way! I also was very encouraged to notice I've already been using a lot of these in some sort of way (though there's always room for growth and improvement!). Here's a quick recap of my big takeaways: ✴️ "The Why Being the Ask" - Clarifying for the target audience how the learning will help them in their jobs. One great tip I got was to add a statement with each learning objective about its relevance (emphasis on relevance is a HUGE part of my instructional processes!). ✴️ Acknowledging what the audience already knows / past experiences - Each course I start, I always do a survey with my learners about their learning preferences, interests, and goals, as I make every effort to connect and cater the learning experiences to the interests and needs of my learners. While this may seem like a big task, by involving different forms of presenting information and ways to gather responses, I am usually able to meet the expectations and preferences of my learners. This also involves the concept of #universaldesignforlearning or #udl, which promotes the idea of having multiple ways and flexible means of how to accomplish #learninggoals (I've got a great suggestion for a book to help flesh this out; if you're interested, see the comments!). ✴️ Relevance - As mentioned above, going beyond just the theory to make clear the relevance of the learning is paramount! ✴️ Self-concept - Again, implementing UDL practices helps in providing flexibility for how learners want to learn! ✴️ Problem-Centric - Incorporating real-world problems for learners to solve (my favorite way is using #scenariobasedlearning, though case studies are also another great means); incorporating quality interactions and breaks also helps with this. I liked Luke's suggestion of the 70/30 divide - 70% "action," 30% exploring instructional content. ✴️ Last but not least, intrinsic motivation - Inspiring learners to believe in themselves and their abilities and encouraging a #growthmindset. This is always my goal as an instructor. Some great suggestions Luke had for supporting this are regular check-ins and giving learners feedback and praise for responses (again, I strive to do this as often as possible). This podcast also inspired me with some additional ideas that I look forward to implementing in the near future! What are your thoughts? What are your best tips for supporting adult learning? I'd love to hear your thoughts in the comments! #instructionaldesign #learninganddevelopment #learningexperiencedesign #bettereveryday

I developed my first eLearning course in 2003, and I really didn’t know what I was doing. Before that, I was in instructional design writing storyboards, but I always handed it off to a developer. They loved my designs for courses and learning games. As a team, we would produce really cool things. But building it myself was daunting when I first tried. I thought about this recently when someone asked how an ID without much eLearning experience could learn. Back then, I just jumped in because I had to after starting a new job. I studied others’ work. I frequented industry blogs. I tried things in the authoring tool (Lectora then, though we are mostly Articulate now). I steadily improved, and people started coming to me for help. As I learned new tools, sometimes I attended workshops to get official training. Other times, I just dove in and figured it out myself. Whichever method works best for you, I recommend taking advantage of what's freely available online. Here are some suggestions below. As you get into it, you will discover many, many more. Most authoring tools have online help forums and how-to blogs. Articulate, for example, offers like a gazillion free templates. Tim Slade posts daily with advice and tips for new eLearning designers. Devlin Peck posts more technical how-tos for developers upskilling. Alexander Salas is constantly evaluating new tools. Be sure to check out his recent video on ScreenPal vs. Camtasia. The Learning Guild has different subscriptions. The free level still provides some good resources. And, of course, there is AI. Ask your tool of choice for step-by-step instructions when you need them. IMO, the directions provided are not always accurate, but it does help. If your company is working with an L&D agency team like mine, Integrated Learning Services, Inc. (ILS), you can also ask them about offerings. For example, one of our clients asked us to lead webinars with their internal team. We talk through how we construct certain projects and answer questions related to their own work. We’re developing more complex courses for them now while they learn. Soon, they’ll take on all development themselves. To experiment yourself, Articulate has the eLearning Heroes challenges. iSpring Solutions did its own competition recently; check out Cara North's post on a current iSpring offer. Tim runs challenges too. Look at others' entries in the challenges and at different portfolios and samples. You can learn a lot. There are also several developers on here actively posting about live projects, like Nejc Žorga Dulmin, Melissa Milloway, Phil Mayor, Emma Berry, Natalia Vostretsova 🤓, Amy DeMarco, and more. I also weave in examples of my team’s projects among my posts each week, in addition to other related info like estimating projects, typical timelines, working with SMEs, etc. These are just some of the resources available to you. Pick a place and jump in. That’s how most of us learned, and you can too.