In the field of workplace learning, L&D and Instructional Design work together like lock and key.
L&D zooms in on key growth areas, opening the door to new skills and competencies. And Instructional Design shapes learning experiences that unlock new skills.
However, instructional design is often placed within the framework of eLearning development—as if it were just about creating online courses. But there is much more to it.
That’s why we set out to shine a light on the wide array of skills and creativity that instructional design professionals bring to the table. And who better to guide us than a renowned learning experience design professional like Connie Malamed.
We picked Connie’s brain about all things instructional design, took a deep dive into its evolution, and explored the various career paths of this versatile profession. In our conversation, she generously shared insights from her extensive career, providing invaluable advice to both newcomers and seasoned professionals in the field.
Let’s dive into Connie’s world of instructional design.
The Heartbeat of Instructional Design: Rooted in Wonder
At the beginning of the conversation, we asked Connie to tell us what skills have helped her the most in her career. It turns out that the world of instructional design isn’t just about knowing things. It’s about being curious to learn more, constantly expanding your horizons, and being rooted in wonder. Here’s how she said it.
“One of the skills that helped me in my career is my passion and thirst for learning. The second is to be open to all the changes that are constantly happening. Change makes work fun.”
How People Learn: Understanding Cognitive Science
“Furthermore, it is important to understand how people learn. Understanding cognitive science allows us to analyze, design and develop. It shows that we care about the students. In my first graduate class, my professor said, ‘You are a student advocate.’ And I never forgot that.”
“One of the earliest courses I took was in cognitive science. And while the models aren’t perfect, just understanding how we learn and how the brain theoretically works is key to good design. Because we design for the human mind.”
“Here’s a quick example. Many studies have shown that humans can process three to four bits of information at once. This should automatically affect everything you design. Law? Because you’re not going to fill a slide with 20 points that people just can’t grasp. Our working memory can only process a small amount of information at once. It affects everything I do.”
A day in the life of a course creator
Continuing our conversation, we asked Connie to describe a day in the life of an instructional designer. Let’s see how she described it.
“We often work alone, but we also collaborate with clients and teams on projects. And our work is incredibly diverse—content analysis, interviewing audience members, designing user interfaces, developing eLearning, writing video scripts, and more. Switching between different projects and tasks is part of our daily workflow. It is this variety that makes the job fascinating.”
“It’s very common for instructional designers to work on several projects simultaneously and wear multiple hats: writer, designer, developer. For example, you can spend a morning doing content analysis. Later in the day you may interview audience members. And then you could work on the visualization of another project. Or you could write a script for a video and go shoot.”
It seems that there is never a dull moment in the world of instructional design. But what happens when the creative well runs dry? This is what Connie had to say about on-demand creativity.
“It’s not easy to be creative on demand. Nourishing creativity involves a mix of activities – from indulging in design books to sketching and going for walks. Everything around us can stimulate creativity. It’s about staying open to new ideas and constantly looking for inspiration in the world around us. It’s important to remember that it can take a few days to come up with a creative idea.”
Who are the creators of teaching on the rise?
The field of instructional design welcomes professionals from diverse backgrounds, making it fertile ground for career changers. Connie’s community, Mastering teaching design, is proof of that, made up of individuals who move from different professions, and even experienced creators of classes. They are united by a passion for instructional design.
“Many members are changing careers,” she notes, emphasizing the attractiveness of this field to those looking for a new career path.
“Many professionals are making successful career moves into instructional design, bringing their expertise from different fields. For example, education, psychology, writing, graphic design. There are also people who are experts in a certain area, who have deep knowledge in one area. They are asked to train others and then they get, as I call it, ‘caught by the instructional design bug’. And then they just go crazy and say: ‘This is what I want to do’.
Once you get bitten, it’s hopeless. You just have to go for it.”
The Evolution of Instructional Design: From Content Creator to Learner Advocate
Everything changes, and workplace learning is no exception. We asked Connie to tell us how the area has evolved over the years. Here’s what she shared.
“When I started in the field, we considered ourselves content developers. Like people who just created how-to materials. But over the years, we’ve moved from a content-centric approach to a user-centric approach. Guided by the wealth of recent research on how people learn and changes in the workplace, we have adapted our procedures. This means that a deep understanding of our audience, creating personalities and considering the students’ working environment are aspects that are now an integral part of our work.”
“We have to understand who our audience is. We need to understand the context of what they are learning, their learning environment and needs. We now know that training does not solve all problems, and we are open to finding non-training solutions. We also know that building long-term sustainable skills takes much longer and that one learning intervention is not enough.”
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Career Paths in Instructional Design
Continuing our dialogue, we asked Connie for her perspective on the career paths available in instructional design. It turns out that they are as versatile as clay, they can be molded into countless shapes.
“Instructional design is incredibly versatile and there are many different career paths. For example, in higher education, people use instructional design to work with faculty and improve their courses or put their courses online. Others go for corporate or on-the-job training, working on performance improvement programs. Some become multimedia experts or developers who work with authoring tools. People who are good at seeing the big picture might work at a senior level with learning leaders, designing enterprise-wide programs. And so on.”
“Additionally, preferred media or format can define one’s path—whether one wants to work in video, classroom and virtual training, or eLearning design. Some instructional designers do it all. Some are only interested in media and development. Finally, you can choose to be a freelancer or an employee.”
Remember: instructional design is not just about e-learning
“One of the big misconceptions I see is that instructional design equals e-learning. People who want to become instructional designers often ask me what authoring tools they should learn. And my answer is—that’s not the way to do it. Instructional designers must first learn to create learning products that fit the way people learn. This requires an understanding of how the human brain absorbs information. That’s why it’s important for designers to continue to learn their cognitive psychology. Then learn a good instructional design process and follow a user-centered one. And only after that, throw yourself into the tools.”
The grit and grime of instructional design
As our fascinating conversation drew to a close, we asked Connie about the most challenging and rewarding parts of her career. Here’s what she found out.
“The most rewarding part is helping people learn, gain new skills and change their lives. Helping them to be more creative and to see their potential. It’s really fulfilling.”
The other side of the coin is that there are still many organizations that cling to outdated training methods, overlooking the need for engaging, learner-centered approaches. As Connie says:
“Besides browsing photo websites (yikes!), the hardest part of the job is educating clients about the value of well-designed learning experiences. That it takes time to get there, building support along the way as there are multiple learning events. The challenge lies in persuading stakeholders and persuading them to adopt a more thoughtful approach to learning—one that respects students’ needs and abilities. It’s about striking a balance between what clients want and what really facilitates learning and improving performance.”
Looking Ahead: From Instructional Designers to Learning Architects
Reflecting on the future of instructional design, Connie envisions a profession that remains at the forefront of L&D, adapting to technological advances and changing workplace dynamics.
“Looking ahead, I see instructional design continuing to adapt, using AI and personalized learning pathways to further enhance the learning experience. Instructional designers have, and will continue to have, a major impact on the field of L&D.”
Connie Malamed’s story shows the profound impact that passionate coaches have on learning and development. They are the architects of a never-ending journey of discovery and growth.
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About Connie Malamed
Connie is a learning experience design consultant, mentor, author and international speaker. Teaches instructional design skills at Mastering teaching design and is the publisher of a widely read newsletter, eLearning trainer. She is the creator of the course Penetration in teaching design and host eLearning Coach podcast. Connie has also written two books on visual design skills.