Analyze learning and performance problems, recommend appropriate solutions, and the understanding of subordinate and prerequisite knowledge needed.
Evaluation is the key piece to systems processes. Instructional Designers must know how to identify learning gaps. Evaluation is critical for adapting to the ever-changing environment. Feedback from designers will usually be formative and summative. The formative evaluation data is the majority of the collected data. This is the data about the user. Summative evaluation is used with targeted trainees to measure the outcome of the training. When diagnosing the problems in a system the Instructional Designer must consider the users and the systems in order to diagnose the problem. This is the only efficient way to recommend correct solutions to the problem. Effective solutions come with understanding various instructional systems applications, how to apply those systems, and why to use that solution. Take a look at a project I created called ISD PROCESS DESIGN where I try to analyze performance problems, recommend solutions, and apply my understanding of instructional knowledge and skills.
Use analysis from performance-system needs, goals, tasks, learners, and context.
Imagine if my high school math teacher got some kind of royalty for every time I used the Polagram Theory. Just the same way Justin Timberlake makes money every time “Can’t Stop the Feeling” is played on Spotify. In this scenario, successful teachers whose students achieved continuing success can receive the credit they deserve for changing the world. Perhaps in the not so distant future societies could start collecting data in the same way. Positive rewards to good individuals and negative for those that do the opposite. Big data and modern technologies are changing the way we look at data. I started collecting personal data some years ago on the variety of music I was listening to. In my Personal Analytics: Albums 2016 paper, I practiced collecting and using data analytics to tell stories based on measurable data. In this paper, I explore how data directs performance needs, goals, tasks, users, and contexts from the albums I listen to in 2016. It's not hard to see how more important truths will come to light as big data and analytics progress in the future.
As an Instructional Designer, I spend a lot of time identifying data sets. In this world, there is lots of information. It all needs to be stored and labeled. There is small data like the personal level Fitbit stuff. What did you eat? How did you sleep? What are you allergic to? Then there is large data like doctor level stuff. Patient costs, comparisons, reviews, management, and the effectiveness of remedies. Then there is big data like database level content. For example patient data across all hospitals in the US, genetic research, and national trends. Basically, it is very broad topics that affect large amounts of people.

Using big data is scary because it overturns centuries of established practices of doing things based on experienced results. It challenges our most basic understanding of decision making when we have to rely on solutions where the cause is not so obvious. It is going to take humans awhile to be conditioned in this new way. It’s hard to say I’m going to be okay with doing something and not knowing why I’m doing it. Many people feel this way. With the advancement of technology and storage capabilities big data has the opportunity to tell us some interesting stories.
Use transparent data collection methods and tools to conduct analyses.
Instructional Designers tasked with creating content have to be cognizant of where they get their materials. There are many methods and tools that can be used to acquire content. Content has to be backed, sourced, and cited correctly so the user knows what they are learning legitimate. That's why I like to connect my content to objectives. It’s up to me to provide constant analysis of curriculum and make certain they are tied to objectives. Yes, this is granular and tedious. Objectives do seem to ruin all the fun in creating content. Yet, objectives earn their stay because they measure the relevance of the content. Conducting a detailed analysis assists both the instructor and the learners by creating accessible content.

Functional objectives are used to manage failure by detailing what the learners will be able to do at the end of instruction. Quality instruction demands details. Aligning the objectives with the content early is very helpful in creating the course! The Instructional Designer must keep relevant in how to use objectives so they reflect the needs of the user. Creating transparent data references where that data is from and what it is supposed to do. Instructional Designers use interviews, questionnaires, surveys, observations, focus groups, history, documents, and records to produce content.
Analyze content from many sources.
Because the environment is constantly changing settling on one system can be dangerous. To produce an ISD process that is tailored to an individual’s education and training requirements there must be feedback. Adaptations are inevitable so the Instructional Designer must not fall victim to the status quo.

In order to analyze content from so many various sources, Instructional Designer’s must focus on the learner. Human performance improvements should be what drives content decisions and it’s not always as easy as making better courses. Human performance problems almost always stem from a deficiency of the environment rather than from a deficiency of knowledge. I always want to understand the conditions and standards of the situation before making any content decisions.

Building a needs assessment is important because it is the foundation of all the ISD models. In my Needs Assessment Paper below, I use ISD models to identify job tasks and strategies for a digital media center. Tasks and content are built around partner needs.  
In the digital landscape media elements include detailed outlining, storyboarding, formatting, lesson plans, scripts, trainer’s guides, learning activities, and collaborations. To build quality content planning and analysis Instructional Designers answer the needs assessment, learners abilities, and course environment big questions. I like to combine system applications with collaborative and rapid prototyping to produce individual learning benchmarks. Because building content that has checkpoints throughout a lesson will help learners gauge where they are.
Address learning and performance questions.
The best way to set up elements for accessible learning is to find resources the student can access. They need support mechanisms to assist in getting these resources and completing their tasks. Instructional Designers have a unique opportunity to foster supports for strengthening attention and performance with quality tutoring. One of my favorites is scaffolding learning. In learning terms, scaffolding builds supports that help students in their understanding of the content. Most all the great performers in this world were first supported by scaffolding. As individuals learn they continue to learn and will need supports to construct new understanding. One way learning systems create scaffolding is using prompts. They are used to help direct students towards learning-appropriate goals. Incorporating questions and other techniques to create scaffolding is a great way to support the user’s growth and understanding.
Keep reports and circulate findings.
A good learning system is constantly viewing and reviewing our actions and the environment we live in. There are the systems that surround us and ones we exist in. Systems are either open or closed. There are Inputs and outputs. Implementation of design thinking, systems of progress, and human performance strategies are critical for measurable change. Using the right ISD models depends on many variables. There is a good reason that Instructional Designers keeps a close watch on the users in a system, the content they create, and the methodologies they adhere to. I like to keep current with design trends and share my personal instructional stories because it allows me to progress with the times and develop meaningful change.
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