Here's a thought experiment: should instructional designers step back into a consultative role and let subject matter experts build their own courses?
Leaning on SMEs to support content development may help expedite the development process and optimize L&D resources. At the same time, SME course development carries a greater risk of information dumping, and SME availability or aptitude issues are amplified and can threaten the project.
Consider the following case study. A client approaches me with the following project:
Scope: 6-hour virtual, instructor-led course on business writing
Audience: federal government contractors with 3-10 years of work experience
SMEs: editorial manager and course instructor
Source Material: 50-slide PowerPoint on business writing practices
What might it look like if, as the instructional designer, I took a consultative role on the project? Entrusting SMEs with course development, I would support the project by ideating and designing with the team, and providing guidance on instructional design principles to enable the SMEs to develop effective materials. Let's take a closer look.
DISCOVER
ID Reviews Source Material
I review a 50-slide PowerPoint on business writing practices previously delivered as a 3-hour virtual training session. I also review course feedback, learning that participants felt there was too much content crammed in, and not all of it was relevant to every learner.
Discovery
Define Learning Objectives
ID Designs Architecture
Review Architecture
PROTOTYPE
Brainstorm Prototype
With the course SMEs, we brainstorm activities to prototype for session 1 of the learning experience. We identify activities that model the actions learners need to perform well on the job. As an instructional designer, I coach the SMEs on instructional design principles such as:
How to connect the activity to learners' existing knowledge and intrinsic motivation
How to scaffold the activity, gradually increasing the difficulty and removing training wheels over time
How to build a rubric with observable, measurable, and standardized success criteria as a means of providing feedback
SME Builds Prototype
ID Reviews Prototype
Review Prototype v1
SME Revises Prototype
Graphic Design Pass
Review Prototype v2
Internal Pilot
Debrief Pilot
BUILD
Once a prototype is pilot-tested, it's off to the races. I consult with the course SMEs to ideate, design, and support the development of the remaining three sessions in succession. Development is staggered such that development work on the three sessions overlaps. By the time the final session has been approved by the team, we're ready to run a course pilot with target learners.
Is course development by SMEs the direction of the future, or retreating to ways of the past? What is the best use of L&D resources? Perhaps a more flexible, integrated approach to course development that leverages the content expertise of SMEs and the learning expertise of instructional designers as consultants is a step forward towards richer learning experiences—and leaner development processes.
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