The Role of the Instructional Designer

In her article "Lessons on Learning," Christine Robinson examines how attention to the cognitive and affective needs of a learning population can help instructional designers create effective, substantive, age-appropriate learning experiences. Moreover, Chapters 1 and 16 of Instructional Design describe the importance of systematic planning to the success of curriculum design, and how technology can assist in the curriculum design process. Based on your personal experiences, as well as knowledge gained from the Learning Resources, reflect on the following:
 
• Recall an experience you have had as a learner in a higher education setting, corporate training program, professional workshop, or any other learning experience you felt was unsuccessful. From an instructional design perspective, why do you think the experience was not successful? For example:

o Did the instructional goals/objectives, strategies/activities, and assessments lack congruence? How so? What was the effect of this deficiency?
 
o Was the instruction at an inappropriate level for the audience? Were the unique qualities and needs of adult learners not accounted for? How so, and how did this negatively influence the learning experience?
 
o Did the instruction fail to result in lasting change?
 
o Did the instruction fail to engage learners in higher level thinking?
 
o Was the curriculum sequencing structure not well suited for the instructional content? Why?

• How do you think that this unsuccessful learning experience should have been designed to be more successful? What is the role of the instructional designer in ensuring an effective course of study?