As higher education continues to evolve, instructional designers have become a crucial part of the educational process. However, misconceptions about our role and the capabilities of instructional designers continue to persist. In this article, we will debunk five common myths about instructional designers from the point of view of an instructional designer that works in higher ed.
Myth #1: Instructional designers only focus on technology
One of the most common myths I see all the time about instructional designers is that our main focus is on technology. While technology plays a significant role in the work of instructional designers, it is not our only area of expertise. Instructional designers are responsible for designing, developing, and implementing effective learning experiences that meet the needs of students and educators. This includes developing curriculum, designing assessments, and creating engaging learning materials, be it online, or face-to-face. While we certainly have expertise in using technology to support teaching and learning, our role extends beyond just the technical aspects of course design as we are educated in pedagogy, learning theory, and curriculum development. We work closely with faculty to design courses and instructional materials that are engaging, effective, and aligned with learning outcomes so we can help faculty create learning experiences that are interactive, accessible, and student-centered.
Myth #2: Instructional designers are only needed for online courses
Myth # 1 segues nicely into myth # 2. Another myth about instructional designers is that we are only necessary for the design of online courses. In reality, instructional designers are an essential component of all types of learning environments, including traditional face-to-face courses. We help instructors design and implement effective instructional strategies and provide guidance on how to effectively integrate technology into the classroom. In fact, instructional designers can be particularly helpful in designing hybrid courses that blend face-to-face and online instruction. Hybrid courses often require a different approach to course design, as they require careful consideration of how to blend the different modalities of instruction to create a cohesive learning experience. We can help faculty to develop effective strategies for blending online and face-to-face instruction, and for creating activities and assessments that are appropriate for each mode of instruction.
Myth #3: Instructional designers are only focused on the needs of students
Instructional designers are often viewed as being solely focused on the needs of students, but our role goes beyond that. We are also responsible for ensuring that the needs of educators are met as well and this includes designing instructional materials that are aligned with the instructor's goals and objectives, and providing support and training to help instructors effectively implement those materials. Our first priority is the student experience, but our second is the instructor experience. If the faculty cannot understand or make use of the tools needed of the curriculum we help design, than there will be barriers that impair the learning and teaching experience for students and faculty a like.
Myth #4: Instructional designers are responsible for managing all aspects of course design projects
This myth suggests that instructional designers are solely responsible for managing all aspects of course design projects, from planning to execution to evaluation. In reality, while instructional designers play an important role in course design projects, we often work collaboratively with faculty, subject matter experts, and other stakeholders who share responsibility for the success of the project. In many cases, we work as part of a larger project team that includes faculty members, technology experts, and other stakeholders. In this context, instructional designers may be responsible for coordinating the efforts of the team and ensuring that the project stays on track, but we typically share responsibility for the success of the project with other members of the team.
Myth #5: Instructional designers are not necessary, faculty can design courses on their own
While it's true that many faculty members have expertise in their subject area and may have experience in teaching, the role of instructional designers is not to replace faculty, but to support them in creating effective and engaging courses. We bring expertise in pedagogy, learning theory, and technology to the course design process that many faculty may not have formal training or education in. We can help faculty create courses that are learner-centered, effective, and aligned with learning outcomes. By blending our two roles -- the faculty's subject matter expertise -- and our role, design and pedagogy -- we can create superior learning experiences for our students while also serving as a resource for faculty that need support or have questions regarding pedagogy, technology, and curriculum planning/alignment.
A great video to watch for anyone interested in instructional design and what we do is "What is Instructional Design?" by Devlin Peck. In this video, David breaks down the primary responsibilities of instructional designers, as well as the role we fill in the creation of learning experiences.
The video is a great resource for anyone interested in instructional design, whether you're an instructional designer, a faculty member, or a student.
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Learning Design