Danielle Churchill Design

Well, this is it. And what a ride! What did I learn about being an instructional designer?  First, is the role of creativity. In the creative problem-solving process, of the three stages -- problem preparation, idea generation, and idea evaluation -- the most difficult will present itself in the idea generation stage (Herring et al, 2009). No wonder here. Generating creativity calls to mind a blank slate that must be filled, which produces all sorts of anxiety for me because I don't feel like I'm all that creative.  That's why "sketching" my design project was so helpful for me. I took to drawing out as much detail as I could -- slides, pop-up questions, and ideas for interactivity. The "thinking sketch" (van der Lugt, 2005) helped me see my ideas in the big story and places for improvement. I didn't, unfortunately, stick to the design I'd put on paper. Once I started building, I'd get a new idea or see a neat interactivity function that I

I'm going through design feedback. I'm grateful for this part of the process actually. It's helpful for me to see what the "learner" would be doing, despite my design idea. Watching the instructor get "frustrated" and "confused" with items that I included text for but he didn't read was good for me to see. It's true, then. You can have the directions right there in front of someone, but I knew they were instructions because I put them there. Now, is it that I should make it simpler or expect learners not to read a slide before they go clicking around. Or, perhaps by that point there were already so many "issues" with the course that the learner expected what's going wrong to be because of design and not user experience. UX is vital to design planning. I can think all day in my mind what I want to do and the ways things should be done. But If the learner doesn't make that connection, I have to go back to my design. Inst