The Myth Of Instructional Designers

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Great Instructional Design attracts learners to the content, to the performance ideal, and to the change process. This attraction is essential for changing behavior. Change is difficult at best and painful at worst. But when we are attracted to something we are willing to change for it. We want to absorb it and ingest it and become it. Not because someone tells us we should, but because we want to. Because we are attracted to it. I write a lot of content, and I can tell you that even the best content is no substitute for design.

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I never understood why I had such an aversion to and trouble with numbers and mathematics. I wasn't stupid, I was reading before the end of kindergarten and have been devouring the written word ever since. English and history were easy subjects as were any others based on language and not numbers. Over the years I just decided I was 'stupid in math', that math was 'just not logical'. Then one day I mentioned in an online forum that I felt I had some sort of dyslexia but with numbers and not letters. Bingo! The answer came; perhaps I had Dyscalculia.

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One might argue that if Instructional Design encompasses all aspects of creating eLearning materials, then it begins to phase out the need for professional IDs because any subject matter who knows the design tools can develop eLearning. I disagree. Just because someone knows how to use the tools doesn't mean he or she knows how to write instructionally. In fact, I believe the more an ID can branch out, the more marketable and necessary we become. It's one-stop shopping.

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