My instructional design philosphy is rooted in the understanding that effective learning begins with the learner. To achieve this, I prioritize a thorough analysis to pinpoint performance gaps, allowing me to bridge the gap between a learner’s current state and desired level of performance.

The question “Why?” guides my investigative process. I actively utilize a variety of data collection tools to uncover the underlying causes behind performance challenges. This comprehensive approach ensures the development of instructional content that is not only tailored to the learner, but also accessible.

As both an instructional designer and a facilitator, I place significant value on building relationships and establishing a connection with prospective learners, if possible. This partnership is crucial for understanding learner attitudes and motivations. Gaining insight into whether learners are driven by career advancement or simply fulfilling a training requirement is essential.

By understanding the learner and their attitudes, I can create content that is truly engaging and motivating. I strongly believe that to foster long-lasting learning, instruction must offer real-world application and provide learners with impactful, authentic experiences.

Just as learners are continuously evolving, I believe that instruction should also be dynamic and adaptable. By systematically using evaluation throughout all phases of instructional design, I can collect data and insight from diverse perspectives that inform future iterations and ensure continuous improvement.

In my practice, I continuously welcome and integrate feedback to create or improve instruction that achieves desired outcomes through rapid prototyping, collaborative storyboarding, and consistent communication.