Instructional Design

A Day in the Life of an Instructional Designer

Although I’ve been creating training for over six years now, it wasn’t until school let out last June that I started doing ID work full time. Today, for the first time since I started preschool, I didn’t go back to school.

People often ask me what I do now that I’m not in the classroom. Over the last two months, I’ve learned to claim a new title: Instructional Designer. The only problem is, most people don’t really have context for what that means. So here’s a day in my life as instructional designer.

5:42 AM | Wake up 3 minutes before the alarm goes off.

6 AM | Pour my coffee and read Twitter.

6:45 AM | Head into my home office and reply to all of the emails I’ve been neglecting.

7 AM | Make corrections on a slide deck based on client feedback.

Screen Shot 2019-08-21 at 3.09.34 PM.png

7:30 AM | Create a new business card with my new logo and new title.

8 AM | Update my website to incorporate my new logo and color scheme.

9 AM | Finish creating newsletter template for client.

9:15 AM | Update slide deck with linked resources to support in-person training.

9:45 AM | Follow up with client on project plan.

10 AM | Create slide deck to be used on-boarding eLearning presentation.

11:23 AM | Make lunch and eat it because I’m hungry.

12 PM | Create graphics for upcoming events.

12:30 PM | Take care of details for upcoming trip.

1 PM | Export final copy of course quiz built in Articulate Storyline. Upload to CourseSites. Test course.

1:30 PM | Go for run around the park admiring the beautiful mountains. Walk home writing this blog post in my head.

2:30 PM | Write blog post.

I’m so grateful to being doing the work I’m doing.

Project Spotlight: TrainSmart | Fundamentals

Debate with Google Docs (2).png

Training departments are built from employees with a wide variety of backgrounds. Often these backgrounds are not in education or instructional design. Or perhaps they are, but the trainers need more hands on training of how to develop quality training programs from start to finish.

Cumby Consulting saw this need in its work with medical device training companies. Together we asked, how might we empower medical device trainers to design, develop, and implement effective trainings that meet the specific needs of surgeons and sales reps?

Course Objectives

  • Participants will implement a needs assessment to understand the training need.

  • Given a training need, participants will design learning objectives with a measurable audience, behavior, condition, and degree.

  • Given learning objectives, participants will complete a lesson plan that utilizes best practices for transferring knowledge to long-term memory and applies adult learning principles.

  • Participants will practice implementation best practices with the content they have developed.

  • Given the data of a final course evaluation, participants will evaluate the training’s effectiveness by calculating ROI.

Course Features

  • 6 Asynchronous Modules & 3 Synchronous Sessions

  • 66-Page Participant Guide

  • Discussion Forums

  • Hands-On Activities for Each Module

  • Module Assessments with SCORM Tracking

  • Final Evaluation

Apps & Resources

Course lessons were built in Articulate’s Storyline 360 and packaged using Articulate Rise. These packages were exported as SCORM packages and imported into CourseSites, a LMS created by Blackboard. Additional resources were built in Desmos, Microsoft Office, and iMovie.

Cycle: Lessons in Andragogy

One of my greatest joys every week is a Cycle class I take at 24-Hour Fitness with Marty. Marty is an amazing instructor who works you hard and makes you feel like a million bucks in the process. Over the past few weeks, I’ve been thinking through what exactly Marty does to make him such an effective (and well-liked) instructor.

This pondering has led me back to Malcom Knowles’s Principles of Andragogy. Whether he knows it or not, Marty uses these principles to lead us through our cycling workout.

01 | INVOLVEMENT

Adults need to be involved in their own learning process, from the planning to the evaluation.

At the end of every 24-Hour Fitness class, instructors end by asking for comments or concerns about this class. This helps participants feel they have a voice and are involved in the learning process. At the end of each class, Marty also invites us to recommend songs for future classes. This gives us the opportunity to help plan the session itself. Throughout the class, we are continually given ownership over our learning by being given the power to change the resistance on the bike.

02 | EXPERIENCE

The experiences learners have (including past mistakes) impact their learning process.

Each Friday brings us to the class with a different set of experiences that impact how we even get on the bike. Our diet, our exercise routine, our sleep, our work: each have an impact on the energy we bring to the bike. Marty acknowledge this as we begin the ride, and we set a baseline for the class. From there, we’re pushed to ride harder and faster than each previous interval. A song may have three sprints and on each one, we work to go faster or with more resistance than the previous. Our successes (and our failures) in this process, impact the mindset with which we approach the next interval.

03 | RELEVANCE

Adults want to immediately see how their work is relevant to their job and/or personal life.

Walking into Marty’s cycle class is like walking into Cheers: everyone knows your name. Marty makes an intentional effort to not just know each person’s name, but he also works to know a specific interest each person has. This allows him to connect the ride to each participant as he coaches. For example, for those he knows love climbing hills, he calls them out by name on the hill tracks. For road riders, he’ll call out specific names of hills in our area to compare to the resistance we should be feeling on the bike. For mountain riders, he helps imagine the dirt sliding under tires. Marty makes each ride relevant.

04 | PROBLEM-CENTERED

Adults want to learn by working to solve a problem rather than memorize content.

Each song during the class is a problem to be solved. Some tracks are about climbing a hill, and the goal is simple: get to the top. Others are an all-out sprint, racing to the finish line. Sometimes we imagine riding with a group, riding study and drafting in the back before sprinting ahead to break the wind for the rear of the group. Marty matches each song track to a scenario that we can imagine and work to solve together.


I’m really thankful for Marty and his commitment to consistently running quality classes that make riders feel known, encouraged, and challenged. His modeling of these principles of Andragogy serve as a great reminder as we plan trainings for adult learners.