Instructional Design Basics

"The curriculum was never neutral—it was just never built for us." Black children walk into classrooms and immediately begin the work of code-switching, translating, suppressing, and surviving. White children walk in and see themselves— in the books, in the language, in the heroes, in the holidays, in the classroom norms. They are not just learning content—they are absorbing validation. What Happens in the Brain? The brain latches onto familiarity to process new information. That means: Relevance = retention Cultural connection = cognitive ease Representation = emotional safety Without these, cognitive load skyrockets—and learning stalls. Culture Fuels Comprehension Research shows that culturally responsive pedagogy: Increases reading comprehension Activates prior knowledge more efficiently Enhances motivation and attention Supports metacognition and critical thinking The Real Problem? We keep trying to close the reading gap with instruction, while ignoring the cultural gap baked into the curriculum. “You cannot separate literacy from identity. If students don’t see themselves, they don’t see the point.” —Dr. Gwendolyn Battle Lavert

So…let’s talk about how instructional design actually works. Not the LinkedIn version people pretend is true. A subject matter expert pops into your office, sends you a DM, or forwards you a 47-slide PowerPoint deck and says, “Hey…we need training.” Sometimes they’ve already “designed” the whole thing. They’ve built the slides, written the talking points, and even gone behind your back to buy their own Storyline license. Now they just want you to “publish it” by adding a next button, locking the menu, and throwing in a quiz. So what do you do? Because here’s the part no one tells you… You can’t prompt your way out of that conversation. You can’t vibe-code a response that magically turns a poorly defined request into a performance solution. And reorganizing content into flip cards and drag-and-drops won’t fix a problem that was never clearly defined. This is where real instructional design begins. It starts with better questions. What’s happening right now? What does success look like? What are people doing (or not doing) that’s creating this issue? Is training even the right intervention? Then comes the harder part: designing something that balances what stakeholders want with what learners need. That requires negotiation, explaining your reasoning in business language, and making trade-offs when timelines are tight. None of that is about tools. And AI isn’t automating this the way people claim. Sorry, not sorry. You have two options. You can be the ID who converts slides into courses and calls it done. Plenty of organizations will let you stay there…until they decide AI can generate the same slop faster. Or you can be the ID who slows the conversation down just enough to clarify the real problem before building anything. That choice determines whether you’re brought in early to shape a solution or handed a deck and told to “add interactivity.” Whether your role is tactical support or strategic influence. Most new instructional designers never get to practice that shift in a safe environment. They learn a tool, build a pretty project, and create a portfolio that looks like everyone else’s. But they don’t practice responding to messy, politically charged, poorly scoped requests in real time. That’s why I designed my new Instructional Design Certificate Program as a live, facilitated experience. We’re not just walking through models. We’re working through scenarios like this one. Practicing how to respond when requests are vague, how to reframe without alienating stakeholders, and how to guide conversations toward performance instead of production. Enrollment opens next Tuesday, February 24th, for our Spring, Summer, and Fall sessions. For this first run, I’m offering a $500 Founder’s Discount. If you want to practice the part of instructional design that actually shapes how you or your team works, you can review the full details here: https://bit.ly/4cugk7X — Tim #eLearning #InstructionalDesign #LearningAndDevelopment

Users don't suck, but the information provided to them can. If your IFU reads like a legal contract, people won’t read it. Why? Because they’re confusing. Too wordy. Too complex. Too scattered. A great IFU should feel like having a clear-headed expert guiding you step by step. The user needs to know what to do, how to do it, and when to do it. Here's 20 recommendations/writing rules to improve your IFU↴ 1. Write procedures in short, identifiable steps, and in the correct order. 2. Before listing steps, tell the reader how many steps are in the procedure. 3. Limit each step to no more than three logically connected actions. 4. Make instructions for each action clear and definite. 5. Tell the user what to expect from an action. 6. Discuss common use errors and provide information to prevent and correct them. 7. Each step should fit on one page. 8. Avoid referring the user to another place in the manual (no cross-referencing). 9. Use as few words as possible to present an idea or describe an action. 10. Use no more than one clause in a sentence. 11. Write in a natural, conversational way. Avoid overly formal language. 12. Express ideas of similar content in similar form. 13. Users should be able to read instructions aloud easily. Avoid unnecessary parentheses. 14. Use the same term consistently for devices and their parts. 15. Use specific terms instead of vague descriptions. 16. Use active verbs rather than passive voice. 17. Use action verbs instead of nouns formed from verbs. 18. Avoid abbreviations or acronyms unless necessary. Define them when first used and stay consistent. 19. Use lay language instead of technical jargon, especially for medical devices intended for laypersons. 20. Define technical terms the first time they appear and keep definitions simple. Prioritize the user while ensuring MDR/IVDR compliance.

I scrapped an entire video yesterday. Not because the content was bad. The writing was clear. The visuals were polished. The delivery was energetic. But I realized it was solving the wrong problem. Our customers don't struggle with WHAT to do in our software. They struggle with WHEN and WHY to use certain features. Context is everything in learning design. You can create the most beautiful explanation of a feature, but if learners don't understand when to apply it in their workflow, you've failed. Great instructional designers don't just organize information—they organize relevance. They don't just deliver content. They deliver the situational awareness to make that content useful. This is why we need to stop obsessing over content creation and start obsessing over context creation. Ask yourself: Do your learners understand not just the "how" but the "when" and "why"? What's one way you've improved the context in your learning experiences?

Training and coaching programmes in many workplaces are often seen as one-size-fits-all solutions. Its time for that to change, especially when it comes to leadership development. Too often, learning and development initiatives are decided without involving the people who are not actually taking part in them. Organizations make huge investment into programmes, without effective research into people's needs. They don't ask people what they want or need. They presume everyone's needs are the same. There are times where this might be ok....specific technical skills for example or simple standard work practices. But leadership development requires a different approach. To be honest, I used to deliver one-day trainings on leadership skills here and there. But I never felt good about it. I felt like I wasn't adding real value to anyone. I knew most people were likely to forget everything they learned. It seems like such a waste of time and money. Now, I largely provide a blend of training and coaching programmes. They include an assessment of participant needs. They have a measure of individual development over time. Each person's coaching programme is tailored to what they need. I communicate with my programme participant's managers, to support the continuation of coaching long after their initial coaching programme ends. I always think I can do better so I gather feedback from every participant and improve my programmes all the time. These are the best practices guidelines I follow and teach: 1️⃣ Assess participant needs and customize programmes 2️⃣ Clarify the measures of effectiveness that will be used. 3️⃣ Personalize learning paths- this is possible through blending training with 1:1 coaching programmes 4️⃣ Foster a culture of continuous learning where coaching and training is part of what people regularly give and receive. Ensure all managers have effective coaching skills 5️⃣ Evaluate and adjust all training and coaching programmes. Make improvements based on feedback and measures. ❓What else would you add to ensure training and coaching programmes are highly effective? #learninganddevelopment #employeedevelopment #leadershipdevelopment #traininganddevelopment #training #learning #coaching

💡 Are You a "Top Trainer" or Just a Trade Expert? I see incredible tradespeople being instantly labeled "top trainers" in the vocational sector. We celebrate their industry expertise, but often skip a crucial step: understanding how humans actually learn. My personal journey began back in 1997, when I started spending my own money - ultimately over £20,000 - to study educational psychology and instructional design. I became a dual professional, studying everyone from foundational theorists such as Piaget and Vygotsky to experts on multimedia learning like Richard E. Mayer. This investment taught me that even state-of-the-art simulated environments are only part of the solution. As David Hargreaves argued in 1996, we must adopt evidence-based practice - respecting both trade science and learning science. 🧠 Stage 1: Design Smartly (Mayer's Tips) You don't need to spend £20k to improve, just apply a few research-backed principles. Since almost everyone uses slides, make your PowerPoints and e-learning effective using principles from Mayer's Cognitive Theory of Multimedia Learning (CTML), which reduces cognitive load: 1. Stop Reading Your Slides (Redundancy Principle): Use images and graphics while you speak. Slides should complementyour speech, not duplicate it. 2. Cut the Clutter (Coherence Principle): Remove all decorative elements or text not essential to the core goal. If it doesn't support learning, delete it. 3. Put Graphics and Text Together (Contiguity Principle): Place labels, arrows, and key definitions immediately next to the relevant graphic. 📉 Stage 2: The Retention Crisis (Ebbinghaus's Reality) Even with perfectly designed slides, training often fails because we ignore the most fundamental reality of memory, researched over a century ago by Hermann Ebbinghaus (1885). Ebbinghaus's Forgetting Curve shows that unless knowledge is actively used or reviewed (as later explored by Bartlett), it dissipates dramatically within days. The problem with many courses is that students leave with a certificate but never engage in post-course practice. The knowledge is lost. The hallmark of a great engineer is continuous application and engagement with peers. Trainers must encourage all learners - including the 9,000 people tax payers have paid for to be lifelong learners by encouraging them to continually apply that knowledge. Being a true "top trainer" means respecting the learner's brain across the entire learning lifecycle. #EvidenceBasedEducation #VocationalTraining #InstructionalDesign #ForgettingCurve #LifelongLearning Charlotte Lee Alex Butcher Katy King Matt Isherwood Andrew Johnson Tom Arey John Hancock Madeleine Gabriel BPEC LCL Awards Dr Matthew Aylott Rhiannon de Wreede SNIPEF

One of the biggest shifts I’ve seen in online education is that the most successful learning businesses are designing for change, not just for completion. People don’t buy courses because they want to watch videos but because they want something to change, whether it’s in their work, their skills, their business or their life. Whether you're offering education as part of a product or your entire business is built around learning, one thing remains true: real impact comes from focusing on transformation, not just content. That means going beyond lessons and modules. It means building systems that support the full learning journey — like community spaces, group meetups, instructor-led discussions, live Q&As, personalized learning paths and even nudges or gamification to keep people engaged. And more recently, AI-led learning experiences. When you do that well, something powerful happens: Learners don’t just complete your course, they come back. They share wins. They ask better questions. And they bring others with them. I’ve seen course creators drive so much transformation, their learning programs surpass their original business in revenue. That’s the power of designing for change (not just completion). The best learning businesses today aren’t chasing minutes watched. They’re helping people grow.

I used Adobe Captivate. Built courses. Hit publish. And thought I was an instructional designer. 🤦🏾♂️ New IDs and eLearning developers, hear me out: Building training content with #eLearning authoring tools does NOT make you an instructional designer. That's like saying, "Because I use Microsoft Excel in my job, that makes me a data analyst." Not! ❌ The tool is not the craft. I know because I fell into this same trap. The wake-up call came while working at a previous employer. I was part of a small internal group collaborating with an L&D consultant to build a leadership development course. Working alongside that consultant? It exposed how poor my actual instructional design skills were. 👉🏾 She asked questions I never thought to ask. 👉🏾 She applied frameworks I'd only heard of. 👉🏾 She approached the learner experience in ways I hadn't considered. I was humbled. And grateful. That experience showed me how much I still had to learn beyond clicking buttons and arranging slides. Don't fall into the same trap I did. If you want to grow as an instructional designer, immerse yourself in: 🔹 Sound instructional design frameworks (Action Mapping, SAM, Backward Design) 🔹 Cognitive Load Theory 🔹 The science of how people actually learn and retain information The tools will always change. New versions. New features. New platforms. But the fundamentals of effective learning design? Those are timeless. 🙅🏾♂️ Your value isn't in mastering Captivate, Storyline, or Rise. ✅ Your value is in knowing the WHY and HOW of learning in the first place! #IDProThomas #NewIDCareerTips #InstructionalDesign 🤎 BE ENCOURAGED 🤎 Enjoyed this post? Help others discover it by: ➡️ Following me for more, 📝Commenting, ♻️Reposting it, and Saving it, to reread later! 😉

The best learning experiences are carefully filtered, not content-heavy. Instructional design is not about reducing intelligence. 🧠 It is about transforming complex subject matter into meaningful learning experiences that improve understanding, retention, and real-world application. ☕✨ Subject matter experts often share everything they know. 📚 But effective learning design requires structure, clarity, learner psychology, engagement strategies, and content organization. 🧩 This is where instructional designers create impact. 🚀 By applying learning experience design, storytelling, chunking, learner-centered design, and active learning strategies, instructional designers help learners absorb information faster and apply knowledge with confidence. 🎯 Great eLearning is not created by adding more slides. ❌📑 It is created by designing clarity. ✅💡 The strongest instructional design strategies focus on: ✔️ learner engagement 🤝 ✔️ cognitive load reduction 🧠 ✔️ content organization 📂 ✔️ learning retention 📌 ✔️ practical application 🛠️ ✔️ performance improvement 📈 Because effective learning experiences are built intentionally — not overloaded with information. ☕✨ What’s one thing you believe makes learning truly memorable? 👇 #instructionaldesign #elearning #learningdesign #learninganddevelopment

The most useful design lesson I got this week came from a 100-year-old building. 👇 This weekend, I visited the Bauhaus Museum in Dessau, and surprisingly, I came away with insights that felt deeply relevant to my work in instructional design. Bauhaus (1919–1933) was more than just a design school. It was a revolution in thinking. They were among the first to unite art, technology, and practicality — shaping a design philosophy that still speaks to us today. Here’s how I’m rethinking some of their core ideas through the lens of modern learning design: 1️⃣ Form follows function — Design isn’t about decoration. It’s about making the purpose visible and usable. In learning, that means cutting the fluff and putting outcomes first. 2️⃣ Honesty of materials — A course should be a course. Let’s not dress it up as a game or a show unless that’s part of the goal. Learners value clarity. 3️⃣ Unity of disciplines — Bauhaus embraced the synergy of different crafts. In ID, it’s the collaboration between designers, SMEs, and AI that brings learning to life. 4️⃣ Simplicity through intention — Less isn’t just more — it’s stronger. Well-structured simplicity improves both focus and retention. 5️⃣ Design as process — Iteration was central to Bauhaus thinking. It’s also at the heart of effective learning design: test, adjust, evolve. 💬 Bauhaus didn’t give us answers. It gave us a mindset, one that prioritizes clarity, coherence, and conscious choices. 👉 Which of these ideas resonate with you most in your learning design practice? #instructionaldesign #learningexperience #bauhaus #LXD #designthinking #elearning