A section of an infograph illustrating an unconventional version of my resume.
Photoshop Image of myself with a background of a digital earth as a glowing multimedia spectrum.
Welcome!
My E-Folio!
Take an epic journey to learn more about Instructional Design and Technology, my goals for promoting learning and improved performance, to review my accomplishments, and to take a glimpse at my core interests in Human Performance Improvement and Technology, and E-Learning.
What is Instructional Design and Technology?
My Early Concept Map of ISD
The field of Instructional Design is diverse and far-reaching with overarching potential assisting individuals, organisations, managers, and even educators. A primary goal is to facilitate learning, instruction, and the learning experience via distance learning, web-based learning, design and development of instruction, and training and classroom-based instruction. Its value extends beyond the traditional forms of instruction into areas such as human performance management, improvement, and technology; organisational improvement through the design, re-design, and evaluation of processes, tasks, and procedures; and recommendation and implementation of non-instructional performance solutions for students, learners, and employees.
The field is multidisciplinary (Pershing, 2006; Willmore, 2008), pulling from several areas such as psychology (learning, organisational, cognitive, behavioural, and social); management sciences (organisational design, job analysis and evaluation, motivation of employees, and employee evaluation strategies); and project management (risk management, quality assurance, monitoring and evaluation). Its benefits include having a proactive approach to improvement, increased return on investment for clients, organisational investment in human and intellectual capital, advancing education reform, improving and advocating improved accessibility to learning, and motivating life-long learning. Its practice can be learner/employee-centred or results-oriented, depending on the needs and requirements of the client, sponsor, or learners.
Why am I suited to be an Instructional Designer?
First and foremost I have a passion for learning and development! During this programme, I have learned through practice, trial and error, and support from facilitators and peers. Today, I continue to refine and assimilate all that I have gathered from the experience. Part of this growth entails sharing my knowledge and skills and assisting others with their own development. I long to see persons in any capacity, field, discipline, or interest strive to advance themselves. I almost automatically think of ways for them to reach their goals through motivation, and stirring their desire for success.
I believe in lifelong and self-regulated learning as a strategy for implementing effective instruction. Learning is continuos and renewing. It is forever. There is always something new to learn, to improve, to co-create, to revise, or to develop. Those theories and principles that purport we construct our own knowledge based on our experiences, interactions with others, and through cognitive processes support my beliefs. They are the instruments used to drive the design and development of effective instruction that allow learners to want to use and demonstrate what they have learned beyond the learning environment. The transfer of learning and performance improvement is therefore easier to instil as designers aim for improved knowledge, skills, and awareness.
I have the people skills and attitude to be a practitioner in the field. These skills include a critical eye for improvement, research, analytical, and presentation skills, management and leadership capabilities, team-building, as well as good written and communication skills. As a practitioner I will be required to interact meaningfully with other designers, educators, evaluators, programmers, managers, sponsors, learners, instructors, and subject matter experts to engage them in the business of instructional design and technology. It was recognised, through the extensive collaborative work and learning co-achieved with my peers through the MSc. IDT programme, that everyone has a contribution that is valuable to achieving instructional goals. These skills and attitude will allow me to cater respectfully to the client and other stakeholders, and identify those champions for the cause.
I believe in the quality of my work and as such, strive wherever possible to deliver a product that is in keeping with the requirements of the clients, within the agreed parameters (time, budget, scope, etc.), and with an eye first and foremost on efficiency and effectiveness. Quality will entail assessing needs of target audiences, aligning content, objectives and goals with desired results, engaging in honest and critical evaluations, and always liaising with clients throughout each project. Quality also entails ensuring that stakeholders' needs are addressed and that they are engaged and interested in product offerings.
References
Pershing, J. A. (2006). Human Performance Technology Fundamentals. In J. A. Pershing (Ed.), Handbook of Human Performance Technology: Principles, practices, and potential (3rd ed., pp. 5-34). San Francisco, California, USA: Pfeiffer.
Willmore, J. (2008). The Evolution of Human Performance Improvement. In ASTD, & E. Biech (Ed.), ASTD Handbook for Workplace Learning Professionals (pp. 33-46). Alexandria, Virginia, USA: American Society for Training and Development. Retrieved from https://books.google.com/books?id=IEbgIvD6Io8C&pg=PA35&lpg=PA35&dq=HPI+and+HPT+difference&source=bl&ots=anYpjBaXDK&sig=xIlp1uD6U1Z6UyK-hxBgSQBx3So&hl=en&sa=X&ved=0ahUKEwjgqrb7u77LAhWC6x4KHfDrBS0Q6AEIXTAI#v=onepage&q=HPI%20and%20HPT%20difference&f=true
Table of Contents
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