by Camille Dickson-Deane and Tutaleni Asino, Educause Review
The rise in demand for instructional design has given way to a series of misconceptions about the discipline; two educators offer an informative view of their profession and its origins. “Can you fix my computer?” This simple question (or a similar one) has most likely been asked of every instructional designer (ID), indicating a misalignment about what IDs do and what others think they actually do. This confusion is nothing new, but what seems to be different now is that those of us in the field may have bought into the confusion — or are helping sustain the misunderstanding because we have lost our way or forgotten where we came from. In this blog we offer a quick refresher on the origins of instructional design, which is especially valuable because the demand for what we do is increasing. As Kyle Peck reminds us, “a ‘perfect storm’ of forces both within and outside education are about to accelerate the evolution of learning and learning design, increasing the demand for well-prepared learning designers, learning-related tool builders, and learning-related researchers.”1
https://er.educause.edu/blogs/2018/3/dont-forget-instructional-design-is-about-problem-solving
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