Instructional design is the catalyst

Abstract

As educators have quickly adopted remote learning amid the Covid-19 pandemic, they have faced challenges of engagement, assessment, integrating 21^st century skills, mastering new technology tools, and adapting face-to-face learning experiences for the online classroom, among others. Professional development in instructional design and the input of instructional designers could support educators in all of these areas.

English language teachers are now called upon to fundamentally change the learning experience for two reasons. First, to integrate 21st century skills (Trilling and Fadel, 2009) into curricula and assessments, and second, in response to the pandemic, to create online learning experiences.

For years, educators have discussed the importance of 21st century skills learning experiences, but few institutions have successfully done so. Part of the challenge is that creating a lesson that gives learners a chance to develop skills such as leadership, digital literacy, and global citizenship is a more complicated endeavour than the traditional English lesson. Furthermore, assessing the extent to which a person has developed an intangible skill such as creativity is a particular challenge.

Furthermore, there often isn’t a straightforward translation from a face-to-face lesson or activity to an online one. There’s no formula, no simple conversion method. This means a complete reconsideration of the learning experience, and that requires input, ideas, and inspiration.

This paper will examine how instructional design can be a catalyst for the development of more dynamic, engaging learning experiences that will better prepare students for academic and professional life.