Constraints and Differences ID Face When Designing and Developing Instruction.

In the world of Instructional Design, we must all admit that IDs are not "know-it-alls." As surprising as that may sound, It is crucial to understand that while IDs are given multitudes of opportunities to work for an organization, they may not always be in the same field of work. ID is one of the very few career choices where you get to branch out your knowledge and expand education knowledge across fields to create the right learning content. Being given this privilege to work in various organizations requires that those who are IDs expand and create innovative courses based on context. After all, we are humans who require a specific set of guidelines for how we learn specific content. The areas of topics in which context learning can vary include health, military, education, and corporate.

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1. Health Field

It's a known fact that the medical field played a key role in the "development of performance and instructional methods (Schwartz, 2019). We know this to be true because doctors go through a rigorous medical program and are then required to complete a residency in order to put that knowledge and skills into a real-world situation by performing complex surgeries and treating actual patients. One example of contextual application in the medical field is the usage of real-world simulations. Pappas (2021) discusses how real-world simulations can "enable employees to diagnose personal areas for improvement and skill gaps. Thus, they can use the online training simulations to not only evaluate their performance but gain experiential knowledge." While there are medical simulations to help improve medical skills, one of the biggest constraints in the medical field is the ever-changing research and information and the need to continuously change and modify the content to keep up with medical demands.

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2. Military Field

Creating learning content for Military programs can vary. Not only are there many branches to the military, but also different factions that require different modes of learning styles. One example is creating a learning course about a country's culture or expectations for those in the military who live on bases around the globe. These courses are created differently based on their learning environment. One of the biggest constraints with military educational content is creating ineffective design can be consequential to the individual as well as team members (Schwartz, 2019). One way to combat this is creating game-based training that can turn into a competitive course amongst a group of members to improve their aiming skills. Pappas (2021) states, "Employees who complete activities that tie into specific performance behaviors and showcase their skill mastery receive a badge or points. This not only facilitates contextual application by encouraging them to use their online training to achieve the best outcome but also boosts their motivation."

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3. Educational Field

In the field of education, from primary to higher education, structuring learning content is one of the foundations which teachers and other educators use to ensure that learners can succeed in their courses. Many models and materials are constantly evolving and adapting to the learner's needs. University of Saint Leo (2022) course states, The classroom-oriented Gerlach and Ely model used largely in K-12 or higher education is prescriptive and is focused on using steps that subject matter and teachers need to use with materials to adapt for use in their teaching. Schwartz (2019) discusses how the attitudes and beliefs of adaptation to materials or content can cause a major constraint to both educators and learners. If educators are reluctant to try new content or technology in the classroom, this can hinder the learner's ability to move forward or apply skills that are needed for real-world experiences. We must be willing to adapt to new technology that can improve and build better content material for our learners to succeed in their education.

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4. Corporate field

When a company decides to expand its business into the global market, diversifying its learning content is crucial to a company's survival. according to Schwartz (2019), creating cross-cultural learning material should be a top priority and studied to identify how this can influence a learner. Though ensuring that cross-cultural learning is successfully implemented, one of the biggest constraints with such implementation is generational and social heritage. constraints like this can break and disrupt social interaction and collaboration within the company and affect its ability to expand further. Pappas (2021) discusses how personal anecdotes and stories can benefit corporate companies gain perspective from multiple cultures all at once. He states, "personal anecdotes and stories offer employees the chance to gain a firsthand perspective of how to contextually apply their performance management online training. Especially when it’s paired with self-reflection. Present employees with an anecdote that demonstrates how certain performance behaviors or habits benefit them in the real world. Then invite them to reflect on how they’ve handled similar tasks or situations in the past."

References

Saint Leo University. (2022). ID in various contexts. Module 6. D2L. Retrieved October 20, 2022, from https://saintleo.brightspace.com/d2l/le/content/136063/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-5698895

Weber, M. (2019, December 11). Contextual constraints in instructional design. eLearning Industry. Retrieved October 21, 2022, from https://elearningindustry.com/instructional-design-contextual-constraints

Pappas, C. (2021, March 20). Practice makes perfect: 7 tips to facilitate contextual application in Performance Management Courses. eLearning Industry. Retrieved October 21, 2022, from https://elearningindustry.com/tips-to-facilitate-contextual-application-performance-management-courses