Being Open To Different

As someone who enjoys learning and implementing innovative ways to carry out instructional design strategies, I am naturally inclined to explore different theoretical models. My approach is pragmatic—I seek methods that enhance engagement and ensure learners grasp the material effectively. If a particular model offers value in content creation, I am open to exploring its possibilities.

I remember when microlearning first emerged in instructional design, along with the shift toward linear formats. While these approaches work for some, they can be detrimental to others, particularly in adult learning contexts like healthcare. There is increasing pressure in this environment to move away from traditional half-day or full-day sessions for learners unless absolutely necessary. Develop shorter, faster, and innovative content while not steering away from the learning outcomes or objectives for the courses.  My experience has primarily been within a positivist paradigm, but I recognize the importance of adapting to diverse learning needs. It would be wonderful to break the traditional mold and move into more interpretivist or constructivist paradigms for a more holistic and person-centered approach.

For example, when considering Andragogy, instructional design emphasizes experiential learning, where reflection is crucial in making learning valuable. This starkly contrasts passive methods like reading, lectures, or, worse, the dreaded "click-through" e-learning experiences.

If I were asked to conduct a study based on a theoretical model I am uncomfortable with, I would take time to analyze the situation carefully. I would ask myself:

• Does this challenge my core epistemological beliefs?

• Could it potentially cause harm or misrepresent the subject matter?

• Why does this approach make me uncomfortable?

• Are my biases getting in the way, or is it the personality types that are making the project uncomfortable?

• Is there a communication plan in place that everyone in the study agrees upon?

I have never been one to shy away from challenges. While I may not always like the task or the circumstances, I believe in setting boundaries while remaining open to new perspectives. If a study or instructional design approach makes sense and aligns with ethical considerations, I am willing to engage with it. If I remain uncomfortable, I will seek an alternative approach or a way to bridge the gap between my perspective and the required methodology.

Ultimately, I recognize the value in various instructional design paradigms—social constructivism, constructivism, positivism, connectivism, behaviorism, and others. Each has its place in shaping practical learning experiences, and my goal is to leverage the best aspects of these philosophical truths to enhance learning outcomes.

Knowledge is power!

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