Have you ever wondered, what is the difference between an instructional designer (ID) and a learning experience designer (LXD)? I’ve been grappling with that question for a while now. Recently, I came across a website that offered a decent explanation. The LXD.org website stated to think about an ID as a scientist and an LXD as an artist. I created the figure below to help me better understand their differences and I thought I’d share it with you.
So, IDs focus on the methods of instruction, based on learner needs and the desired learning outcomes. LXDs focus on the experience of the learning journey based on the learners’ needs and the desired learning outcomes. IDs use learning theory to prescribe optimal learning blueprints while LXDs use design theory to describe optimal personalized pathways towards learning outcomes.
Which one strikes your fancy? If you’d like to read more about IDs and LXDs, I recommend checking out Devlin Peck’s blog post Learning Experience Design vs Instructional Design.
Floor, N. (2021). Learning Experience Design vs Instructional Design. LXD.org, https://lxd.org/news/learning-experience-design-vs-instructional-design/ Retrieved on November 20, 2021.
Have you often wondered, what instructional design is? Well wonder no more. In this month’s post, I provide the answer to that question with additional insights into the field.
Simply stated, the instructional design provides learning solutions to instructional problems. One of my favorite books, Teaching Naked Techniques, suggested that “education is ultimately a design problem: the goal is to create structures and processes that will encourage [learners] to engage in the behaviors that lead to learning” (Bowen and Watson, 2017, xxiii). Hence, instructional designers are not merely content creators; rather designers of instruction for powerful learning.
By following a series of steps based on scientific learning research, instructional designers create high-quality instruction for diverse learners. The steps include:
- identifying the instructional goal
- conducting a goal analysis
- conducting a subordinate skills analysis
- conducting task analysis
- identifying entry skills and characteristics
- writing learning outcomes
- develop criterion-referenced test questions
- develop an instructional strategy
- develop and select instructional materials
- conduct formative evaluations
- produce the course
Although highly simplified, these steps are a part of a design system that frames learning goals and identifies instructional solutions. These steps also help to guide learners through the learning process while helping instructional designers anticipate instructional problems.
Instructional designers can also anticipate learning problems using these steps because they allow (1) problems to be framed, (2) learning sequences to be assessed, (3) the learner’s needs to be integrated, and (4) extreme content to be anticipated in order to prevent dropouts. The more you learn about instructional design, the more you will ensure that your courses are successful and that your learners are satisfied.
Bowen, J. A. A., & Watson, C. E. (2017). Teaching Naked Techniques: A Practical Guide to Designing Better Classes.