Instructional Design for Different Learning Contexts

The reading materials of this week shed light on the instructional scenarios in workplace, including business, health care and etc, where informal learning becomes a major and popular form for performance improvement education. Compared with formal learning, I find myself more interested in informal learning as it embraces more diverse forms, tools and media platforms to be used for the sake of instruction and thus provide more creating space for instructional designers.

As defined in Chapter 16, informal learning is a process, in which learners are able to decide learning objectives for themselves and evaluate on their own if the learning process is completed or not. It differs with formal learning in the control of five "levers"(Chp 16), which are process, location, purpose, content and consciousness. To conclude, in informal learning, learners take more control of learning, have more flexible learning schedule, may not set learning as the primary goal, acquire content for immediate use and may be unconscious for the ongoing learning process. Despite of the differences, informal and formal learning are reciprocal and possibly contain the elements of each other. The reasons for the recent rise of informal learning are closely related to our main topic -- technology and media. The rise of internet and social media provide learners with infinite information and opportunities to communicate and learn form each other. The proliferation of technology also elevate the requirements for job performance, which motivates leaders and employees to carry on informal learning. In doing so, Chapter 16 introduces various forms and requirements for instructional designers to follow. I also find great help for my current state in the conclusion that "As a professional, also note that informal learning is a tool you can use yourself to strengthen your skills as an instructional designer and develop your career in this field."(Chp 16)

In Chapter 17 and 19, the different positions of and requirements for instructional designers are more specifically articulated. The concepts that call my attention are subject-matter experts, virtual team and the increased use of external designers. It looks like instructional designers can take various responsibilities and develop various career paths. Both chances and challenges are in front of us, which calls upon us to make proper decisions and improve our professional skills continuously. Collaboration with various stakeholders who consider questions in totally different perspectives, cross-cultural collaboration and collaboration based merely online, just collaboration this single task can be this complex while at least we can begin preparing ourselves for that through our team project now. Instruction in health care field is comparatively a new concept for me, while after reading chapter 19, I can see how significant and proliferative such industry is where advanced technology and multimedia have great potential. Meanwhile, it's obvious that professionals medical education is necessary in designing instructional products for health care education.

Reference: [IDT] Chapters 16, 17, and 19