I liked very much the idea of peer reviewing as both the writer and the peer-review has much to gain and some of these are the ability to identify, diagnose and solve some of the writing problems of your own. Within this assignment, I felt that I caught things as a reader that sometimes we miss as a writer the little “nitty-gritty-things”. I received yet another constructive feedback from my peer reviewer, to be clearer on what the options were on the course topic and to include who the audience was in the opening page, which I gladly did. My reviewer also mentioned with regard to not seeing Module 1 for which I was not sure as I could see it. While reaching out to my peer reviewer it was identified that this had not been published yet. This was a good lesson for future canvas work which I will never forget.
On the hope of becoming an instructional designer, I need to understand that my first priority is to satisfy the client although most of the clients do not come with clear instruction and will ask for multiple revisions along the way. As such it will be my responsibility to get the job done to help the client with clarity. For this, the initial perspective is to receive a clear understanding of what is required and the time frame. Depending on this a timeline needs to be drawn and kept up with. Having been a project coordinator in my earlier job plus having worked with projects in the field of Information technology, most of the time I am able to handle these tasks at ease.
On an Instructional design project other than designing a curriculum more time needs to be allocated for the creation of multimedia, evaluations and for fine-tuning. Researching on the workaround for Instructional design timeline, I came across an article “Three ways to speed up Instructional Design” and was impressed to read “Our skill is designing learning, not deciding learning” (Cushard, n.d.) which takes me to a theory by John Dewey “learning by doing” as Dewey argued that for education to be most effective the student should be given an opportunity to gain knowledge through experience and research. And I feel it is the instructional designer’s job to build the curriculum to have the student involved to reach out for that knowledge through experiential learning and guide them to acquire this.
Reference
Cushard, B., (n.d) Three Ways to speed up Instructional Design https://www.mindflash.com/blog/three-ways-to-speed-up-instructional-design
(TeachThought Staff), (2016) The Pedagogy of John Dewey”, https://www.teachthought.com/learning/pedagogy-john-dewey-summary/
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